This study explored the effect of compensation on teachers’ turnover
intention mediated by organizational commitment. The research data was
collected by a questionnaire through the survey methods toward 207
honorary teachers of a private school in Indonesia. Data analysis employed
path analysis, supported by descriptive statistics and a correlational matrix.
The result indicated that compensation significantly affects teachers’
turnover intention meditating by organizational commitment. This study also
found a fit research model that can discuss among researchers and
practitioners as references/discourse or a strategy for mitigating turnover
intention in various contexts and research fields.
The Effect of Compensation to Commitment, Motivation Andperformance of Vocati...inventionjournals
The purpose of this study is to analyze and test whether compensation has effect towards commitment, motivation, and performance of teachers at vocational school in Samarinda City of East Kalimantan Province. The population of this study is teachers of vocational school in that are government employees. The sample frame is limited to vocational school situated in Samarinda city of East Kalimantan Province. Based on the collected data, the number of vocational school is 20 vocational school with 520 government employee teacher and 84 respondents as samples. The statistic hypothesis testing is conducted using path analysis by first calculating the correlation coefficient of each variables suspected has direct correlation, continued with determining each path coefficient of calculated correlation coefficient. The result shows that compensation variables has positive and significant effect towards commitment, motivation, and performance of vocational schools’ teachers, either directly or indirectly.
This study examined the interaction of alertness, self-efficacy, and intention
in entrepreneurial behavior. This research departed from the efforts of
educational institutions to produce graduates with entrepreneurial profiles.
Data was collected through questionnaires distributed to 530 respondents
who had taken sharia entrepreneurship classes at a university in Indonesia.
The results showed that education positively affected students' alerts and
self-efficacy. Alertness and subsequent self-efficacy also positively impact
entrepreneurial intention and behavior. Next, the entrepreneurial intention
has a positive effect on entrepreneurial behavior. Contradictory findings
show entrepreneurship education does not significantly impact
entrepreneurial intention, self-efficacy, and behavior. The indirect effect
found that the mediating role of alertness, self-efficacy, and purpose could
fully bridge the relationship between education and entrepreneurial behavior.
The results implied the importance of alertness, self-efficacy, and intention
to promote entrepreneurial behavior in educational institutions. The study
results highlighted an important message for universities and schools to put
more effort into students' self-efficacy, vigilance, and personal intention to
maximize learning activities on campus. The action can support the efforts
of educational institutions through the entrepreneurship curriculum to
increase the profile of alums as entrepreneurs.
Employee job satisfaction is an important factor that can determine
organizational productivity, and organizations need to pay attention to this
pivotal aspect. This study aimed to empirically examine the role of
transformational leadership styles and employability on employee job
satisfaction. The participants of this study are 49 university teachers at the
University of X Yogyakarta. The sampling is randomly chosen using a
simple random sampling technique. In addition, data are collected using the
scale of job satisfaction, the scale of transformational leadership style, and
scale of employability. The data are then analyzed using multiple linear
regression techniques. The results showed that 1) Simultaneously,
transformational leadership style and employability provide a very
significant role in influencing job satisfaction with p=0.000 (p<0.01); 2)
Partially transformational leadership style provide a significant role on job
satisfaction with p=0.019 (p<0.05); 3) Partially there was a very significant
role of employability on job satisfaction with p=0.000 (p<0.01).
Transformational leadership style and employability contribute 52.5% to job
satisfaction. Employability contributed more dominantly to job satisfaction
(35.8%) than the transformational leadership style (16.7%).
A high rate of teacher absenteeism in Merauke regency, Papua Province, Indonesia might be attributed to the low commitment of primary school teachers to educate the young people of Merauke, Indonesia. This study aimed to examine whether a positive and significant correlation exists between the organizational commitment and job satisfaction of the Catholic primary school teachers of Merauke, Indonesia. Applying a survey approach, two quantitative survey forms were distributed to a total of 157 teachers working in the Catholic primary schools of Merauke, Indonesia. A face-toface way of data collection was employed by having a prior consent from all the informants personally. Using Pearson’s correlation analysis as a tool for analyzing the collected data, the study showed a positive and significant correlation among the two surveyed variables as the amount of Pearson’s correlation coefficient (R) is .875 and the probability coefficient (ρ) is .000. The major conclusion of this study is that the job satisfaction and organizational commitment of the Catholic primary school teachers of Merauke, Indonesia, are significantly positively correlated. Practical implication of the finding is that the need for the school principals to promote the organizational commitment of teachers by enhancing their job satisfaction in order that the Catholic primary school students’ right to be well educated would be addressed adequately. Despite the possibility of the similar conclusion of this study with the previous studies conducting in other countries, the finding may support the current knowledge on the topic by giving a valuable information from an empirical context of Merauke, Indonesia.
Many factors can affect employability in Vocational High School students, including independence and disciplinary factors. This study aims to determine the role of independence and discipline towards student employability. As many as 225 students of class XII Vocational High School 1 Kalasan Yogyakarta, Indonesia participated in this study. The sampling technique is cluster random sampling. The research method used is a quantitative method with employability scale, independence scale, and discipline scale as a data collection tool. The data analysis used in this study is multiple linear regression analysis techniques. The findings show that there is a very significant effect between independence and discipline on employability. Partially, there is a very significant influence between independence towards student employability, and there is a very significant influence between discipline on employability. The role of discipline towards employability is more dominant than independence to employability in Vocational High School students.
The Effect of Compensation to Commitment, Motivation Andperformance of Vocati...inventionjournals
The purpose of this study is to analyze and test whether compensation has effect towards commitment, motivation, and performance of teachers at vocational school in Samarinda City of East Kalimantan Province. The population of this study is teachers of vocational school in that are government employees. The sample frame is limited to vocational school situated in Samarinda city of East Kalimantan Province. Based on the collected data, the number of vocational school is 20 vocational school with 520 government employee teacher and 84 respondents as samples. The statistic hypothesis testing is conducted using path analysis by first calculating the correlation coefficient of each variables suspected has direct correlation, continued with determining each path coefficient of calculated correlation coefficient. The result shows that compensation variables has positive and significant effect towards commitment, motivation, and performance of vocational schools’ teachers, either directly or indirectly.
This study examined the interaction of alertness, self-efficacy, and intention
in entrepreneurial behavior. This research departed from the efforts of
educational institutions to produce graduates with entrepreneurial profiles.
Data was collected through questionnaires distributed to 530 respondents
who had taken sharia entrepreneurship classes at a university in Indonesia.
The results showed that education positively affected students' alerts and
self-efficacy. Alertness and subsequent self-efficacy also positively impact
entrepreneurial intention and behavior. Next, the entrepreneurial intention
has a positive effect on entrepreneurial behavior. Contradictory findings
show entrepreneurship education does not significantly impact
entrepreneurial intention, self-efficacy, and behavior. The indirect effect
found that the mediating role of alertness, self-efficacy, and purpose could
fully bridge the relationship between education and entrepreneurial behavior.
The results implied the importance of alertness, self-efficacy, and intention
to promote entrepreneurial behavior in educational institutions. The study
results highlighted an important message for universities and schools to put
more effort into students' self-efficacy, vigilance, and personal intention to
maximize learning activities on campus. The action can support the efforts
of educational institutions through the entrepreneurship curriculum to
increase the profile of alums as entrepreneurs.
Employee job satisfaction is an important factor that can determine
organizational productivity, and organizations need to pay attention to this
pivotal aspect. This study aimed to empirically examine the role of
transformational leadership styles and employability on employee job
satisfaction. The participants of this study are 49 university teachers at the
University of X Yogyakarta. The sampling is randomly chosen using a
simple random sampling technique. In addition, data are collected using the
scale of job satisfaction, the scale of transformational leadership style, and
scale of employability. The data are then analyzed using multiple linear
regression techniques. The results showed that 1) Simultaneously,
transformational leadership style and employability provide a very
significant role in influencing job satisfaction with p=0.000 (p<0.01); 2)
Partially transformational leadership style provide a significant role on job
satisfaction with p=0.019 (p<0.05); 3) Partially there was a very significant
role of employability on job satisfaction with p=0.000 (p<0.01).
Transformational leadership style and employability contribute 52.5% to job
satisfaction. Employability contributed more dominantly to job satisfaction
(35.8%) than the transformational leadership style (16.7%).
A high rate of teacher absenteeism in Merauke regency, Papua Province, Indonesia might be attributed to the low commitment of primary school teachers to educate the young people of Merauke, Indonesia. This study aimed to examine whether a positive and significant correlation exists between the organizational commitment and job satisfaction of the Catholic primary school teachers of Merauke, Indonesia. Applying a survey approach, two quantitative survey forms were distributed to a total of 157 teachers working in the Catholic primary schools of Merauke, Indonesia. A face-toface way of data collection was employed by having a prior consent from all the informants personally. Using Pearson’s correlation analysis as a tool for analyzing the collected data, the study showed a positive and significant correlation among the two surveyed variables as the amount of Pearson’s correlation coefficient (R) is .875 and the probability coefficient (ρ) is .000. The major conclusion of this study is that the job satisfaction and organizational commitment of the Catholic primary school teachers of Merauke, Indonesia, are significantly positively correlated. Practical implication of the finding is that the need for the school principals to promote the organizational commitment of teachers by enhancing their job satisfaction in order that the Catholic primary school students’ right to be well educated would be addressed adequately. Despite the possibility of the similar conclusion of this study with the previous studies conducting in other countries, the finding may support the current knowledge on the topic by giving a valuable information from an empirical context of Merauke, Indonesia.
Many factors can affect employability in Vocational High School students, including independence and disciplinary factors. This study aims to determine the role of independence and discipline towards student employability. As many as 225 students of class XII Vocational High School 1 Kalasan Yogyakarta, Indonesia participated in this study. The sampling technique is cluster random sampling. The research method used is a quantitative method with employability scale, independence scale, and discipline scale as a data collection tool. The data analysis used in this study is multiple linear regression analysis techniques. The findings show that there is a very significant effect between independence and discipline on employability. Partially, there is a very significant influence between independence towards student employability, and there is a very significant influence between discipline on employability. The role of discipline towards employability is more dominant than independence to employability in Vocational High School students.
Influence of the Compensation, motivation And Discipline work Against The wor...QUESTJOURNAL
ABSTRACT: "influence compensation, Motivation and discipline work against the work achievement Teacher At SMA Negeri Bangkala Jeneponto Regency West I," the purpose of this research is to find out whether compensation, Motivation and discipline work influence on work achievement Teacher at SMA Negeri Jeneponto Regency West Bangkala I. The population in this research is a teacher at SMA Negeri Jeneponto Regency West I Bangkala with the number of samples as many as 66 people. Method of data collection in this study is a questionnaire, interviews and documentation. Methods of data analysis using the method of descriptive and quantitative methods with multiple linear regression analysis used to measure the influence of human resources consisting of compensation, Motivation and discipline teachers to work at SMA Negeri Jeneponto Regency West Bangkala I. Based on a test of the free variable F (top compensation, Motivation and discipline work) jointly have a significant and positive influence against variables bound (employee's performance). The correlation coefficient obtained through testing that the correlation or relationship between top compensation, Motivation and discipline work against the achievements of the work of teachers is a high relationship that is 52 percent. And compensation is the most dominant factor influencing work achievement Teacher at SMA Negeri Jeneponto Regency West Bangkala I.
The study assessed human resource management strategies for enhancing employees’ motivation in Edo State. The study was guided by four research questions with a population of 182 business educators in universities in Edo and Delta States. The study employed descriptive survey. Three experts validated the questionnaire with a reliability of. 0.71 obtained using Pearson’s Product Moment Correlation. Descriptive statistics of Mean was used to answer the research questions. From the analysis, it was revealed that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees’ jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers’ personal development should be given priority attention by management to enhance higher productivity, and management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.
Reward System Variables and Job Satisfaction of Librarians in Academic Librar...Premier Publishers
The general purpose of the study is reward system variables and job satisfaction of librarians in academic libraries in Imo State. The survey research design was used for the study using questionnaire as the instrument for data collection. The study covers the entire population of One hundred and seven (107) librarians in academic libraries in Imo State. One hundred and five (105) copies of the questionnaire were completed and returned for analysis representing 98.1%. The findings showed that when the rate of compensation improves or increases positively, the rate of librarians’ satisfaction increases in direct proportion. Again, as the rate of welfare benefit increases the rate of satisfaction and job commitment increases. The study recommended that compensation should be given to workers both in direct and indirect forms, integrating the two into a package that will encourage the achievement of an organization’s goal. Welfare services should be formulated and implemented in order to encourage workers. The academic libraries should set in motion strategies to address child welfare package to library employees. Prompt payment of salary and salary increment as when due should be given a priority in any organization.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
This research was about school supervisors who play a strategic role in the management of human resources in the school environment. The study aims to determine the direct and indirect influences of organizational culture, personality, job satisfaction, and trust on the school supervisor's performance. The research samples were 180 supervisors of the school Education Office Special capital Jakarta. Data collection using questionnaires with a Likert scale, before analyzed the obtained data will be validated and reliably in respondents outside of the research sample. Data were analyzed through path analysis, as data analysis requirements were tests of normality, homogeneity, and linearity. Research results there was a direct influence of organizational culture, and personality on job satisfaction; Organizational culture, and personality on trust; Organizational culture, and personality on performance; Job satisfaction, and trust on performance, then there was an indirect influence of organizational culture through job satisfaction on the performance of school supervisor. The conclusion that the performance of the school supervisor at the Education Office of Jakarta was influenced by variations level of organizational culture, personality, and Trust, but the personality of school supervisors should have a priority attention to improving their performance.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
Attitude Formation of Benefits Satisfaction: Knowledge and Fit of BenefitsWaqas Tariq
Using the theoretical framework of the Theory of Reasoned Action [6], we examine benefits satisfaction as an attitude formed by the beliefs about benefits (i.e., benefits knowledge) and the perceived value of these benefits (i.e., fit of benefits to individual needs). We use questionnaires to gather data from a random sample of 591 employees in a large county agency in the South-eastern United States. The data support that knowledge of benefits is associated with enhanced benefits satisfaction and mediates the effect of explanations about benefits on satisfaction. The results provide strong evidence that benefits perceived to suit employee needs generate highest benefits satisfaction. Employees satisfied with their benefits are less likely to consider leaving the organization. The tested model is a starting point for future studies to apply the extended Theory of Reasoned Action [1] and incorporate perceived behavioural control and subjective norms (i.e., co-workers’ attitudes) in forming benefits satisfaction. Understanding employees’ affective and cognitive reactions to compensation, including benefits, can render better practices. Companies should use information campaigns to improve employee beliefs about benefits. Better attentiveness to individual needs and preferences can maximize the utility of a benefits plan and improve its acceptance. We replicate and extend past research in a parsimonious model of benefits satisfaction with a random sample of public sector employees.
The purpose of this study is to analyse and interpret the influence of principal leadership style on the performance of certified teachers, the influence of teacher work motivation on the performance of certified teachers and the influence of principal leadership style and teacher work motivation simultaneously on the performance of certified teachers in SMA Negeri Kotamobagu. This study employs a quantitative study approach with survey methods and multiple regression analysis techniques. The independent variables are principal leadership style (X1) and teacher motivation (X2) and the dependent variable is certified teachers performance (Y). Result of the research shows that the principal leadership style has an effect on the performance of certified teachers, teacher work motivation has an effect on the performance of certified teachers, principal leadership style and teacher work motivation simultaneously affects the performance of certified teachers in SMA Negeri Kotamobagu. The values of the regression coefficients show the influence of each principal leadership style and teacher work motivation on the performance of certified teachers and have a high contribution to the performance of certified teachers. The principal must have the readiness and ability to mobilize the teachers to achieve the goals and be responsible for the organization of educational activities at school. Teachers should be tenacious and skilful at conducting quality learning activities. Schools should have appropriate functions to educational goals and implement effective and efficient organizational management, high social responsiveness, and are sensitive to: teachers, students and the surrounding community.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
More Related Content
Similar to Mitigating turnover intention among private school teachers
Influence of the Compensation, motivation And Discipline work Against The wor...QUESTJOURNAL
ABSTRACT: "influence compensation, Motivation and discipline work against the work achievement Teacher At SMA Negeri Bangkala Jeneponto Regency West I," the purpose of this research is to find out whether compensation, Motivation and discipline work influence on work achievement Teacher at SMA Negeri Jeneponto Regency West Bangkala I. The population in this research is a teacher at SMA Negeri Jeneponto Regency West I Bangkala with the number of samples as many as 66 people. Method of data collection in this study is a questionnaire, interviews and documentation. Methods of data analysis using the method of descriptive and quantitative methods with multiple linear regression analysis used to measure the influence of human resources consisting of compensation, Motivation and discipline teachers to work at SMA Negeri Jeneponto Regency West Bangkala I. Based on a test of the free variable F (top compensation, Motivation and discipline work) jointly have a significant and positive influence against variables bound (employee's performance). The correlation coefficient obtained through testing that the correlation or relationship between top compensation, Motivation and discipline work against the achievements of the work of teachers is a high relationship that is 52 percent. And compensation is the most dominant factor influencing work achievement Teacher at SMA Negeri Jeneponto Regency West Bangkala I.
The study assessed human resource management strategies for enhancing employees’ motivation in Edo State. The study was guided by four research questions with a population of 182 business educators in universities in Edo and Delta States. The study employed descriptive survey. Three experts validated the questionnaire with a reliability of. 0.71 obtained using Pearson’s Product Moment Correlation. Descriptive statistics of Mean was used to answer the research questions. From the analysis, it was revealed that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees’ jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers’ personal development should be given priority attention by management to enhance higher productivity, and management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.
Reward System Variables and Job Satisfaction of Librarians in Academic Librar...Premier Publishers
The general purpose of the study is reward system variables and job satisfaction of librarians in academic libraries in Imo State. The survey research design was used for the study using questionnaire as the instrument for data collection. The study covers the entire population of One hundred and seven (107) librarians in academic libraries in Imo State. One hundred and five (105) copies of the questionnaire were completed and returned for analysis representing 98.1%. The findings showed that when the rate of compensation improves or increases positively, the rate of librarians’ satisfaction increases in direct proportion. Again, as the rate of welfare benefit increases the rate of satisfaction and job commitment increases. The study recommended that compensation should be given to workers both in direct and indirect forms, integrating the two into a package that will encourage the achievement of an organization’s goal. Welfare services should be formulated and implemented in order to encourage workers. The academic libraries should set in motion strategies to address child welfare package to library employees. Prompt payment of salary and salary increment as when due should be given a priority in any organization.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
This research was about school supervisors who play a strategic role in the management of human resources in the school environment. The study aims to determine the direct and indirect influences of organizational culture, personality, job satisfaction, and trust on the school supervisor's performance. The research samples were 180 supervisors of the school Education Office Special capital Jakarta. Data collection using questionnaires with a Likert scale, before analyzed the obtained data will be validated and reliably in respondents outside of the research sample. Data were analyzed through path analysis, as data analysis requirements were tests of normality, homogeneity, and linearity. Research results there was a direct influence of organizational culture, and personality on job satisfaction; Organizational culture, and personality on trust; Organizational culture, and personality on performance; Job satisfaction, and trust on performance, then there was an indirect influence of organizational culture through job satisfaction on the performance of school supervisor. The conclusion that the performance of the school supervisor at the Education Office of Jakarta was influenced by variations level of organizational culture, personality, and Trust, but the personality of school supervisors should have a priority attention to improving their performance.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
Attitude Formation of Benefits Satisfaction: Knowledge and Fit of BenefitsWaqas Tariq
Using the theoretical framework of the Theory of Reasoned Action [6], we examine benefits satisfaction as an attitude formed by the beliefs about benefits (i.e., benefits knowledge) and the perceived value of these benefits (i.e., fit of benefits to individual needs). We use questionnaires to gather data from a random sample of 591 employees in a large county agency in the South-eastern United States. The data support that knowledge of benefits is associated with enhanced benefits satisfaction and mediates the effect of explanations about benefits on satisfaction. The results provide strong evidence that benefits perceived to suit employee needs generate highest benefits satisfaction. Employees satisfied with their benefits are less likely to consider leaving the organization. The tested model is a starting point for future studies to apply the extended Theory of Reasoned Action [1] and incorporate perceived behavioural control and subjective norms (i.e., co-workers’ attitudes) in forming benefits satisfaction. Understanding employees’ affective and cognitive reactions to compensation, including benefits, can render better practices. Companies should use information campaigns to improve employee beliefs about benefits. Better attentiveness to individual needs and preferences can maximize the utility of a benefits plan and improve its acceptance. We replicate and extend past research in a parsimonious model of benefits satisfaction with a random sample of public sector employees.
The purpose of this study is to analyse and interpret the influence of principal leadership style on the performance of certified teachers, the influence of teacher work motivation on the performance of certified teachers and the influence of principal leadership style and teacher work motivation simultaneously on the performance of certified teachers in SMA Negeri Kotamobagu. This study employs a quantitative study approach with survey methods and multiple regression analysis techniques. The independent variables are principal leadership style (X1) and teacher motivation (X2) and the dependent variable is certified teachers performance (Y). Result of the research shows that the principal leadership style has an effect on the performance of certified teachers, teacher work motivation has an effect on the performance of certified teachers, principal leadership style and teacher work motivation simultaneously affects the performance of certified teachers in SMA Negeri Kotamobagu. The values of the regression coefficients show the influence of each principal leadership style and teacher work motivation on the performance of certified teachers and have a high contribution to the performance of certified teachers. The principal must have the readiness and ability to mobilize the teachers to achieve the goals and be responsible for the organization of educational activities at school. Teachers should be tenacious and skilful at conducting quality learning activities. Schools should have appropriate functions to educational goals and implement effective and efficient organizational management, high social responsiveness, and are sensitive to: teachers, students and the surrounding community.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
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Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.
Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.
This study aimed to investigate decreasing student academic stress in distance learning during the COVID-19 pandemic, transition period, and new normal era by giving a self-help module to students. This research employed an experimental approach with a group pre-test post-test design with quantitative analytics. The perceived academic stress scale (PASS) and module evaluation scale were utilized to assess students' academic stress levels and their understanding of the module. The subjects consisted of one male student and thirty-seven female students, as the school was dominated by female students. This study indicated that students' academic stress levels during the pandemic and the new normal were in the medium range (18.82 - 19.97). The results showed that there was no significant difference in academic stress between the pandemic and the transition period (t = 1.322, p > 0.05) and the data between the pandemic and the new normal (t = -1.426, p > 0.05), while between the transition period and the new normal, it showed a significant difference (t = -4.189, p < 0.05). The study recommends that schools develop future guidance and counseling programs to help students cope with stress and build resilience. This study's findings can inform policy decisions and academic interventions to support students' mental health and academic success during challenging times.
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Mitigating turnover intention among private school teachers
1. Journal of Education and Learning (EduLearn)
Vol. 15, No. 3, August 2021, pp. 443~449
ISSN: 2089-9823 DOI: 10.11591/edulearn.v15i3.20069 443
Journal homepage: http://edulearn.intelektual.org
Mitigating turnover intention among private school teachers
Moh. Alifuddin1
, W. Widodo2
1
Informatics Engineering Department, STMIK Handayani Makassar, Sulawesi Selatan, Indonesia
2
Social Science Education Department, Postgraduate Faculty, Universitas Indraprasta PGRI, Jakarta, Indonesia
Article Info ABSTRACT
Article history:
Received Feb 18, 2021
Revised Jul 13, 2021
Accepted Jul 27, 2021
This study explored the effect of compensation on teachers’ turnover
intention mediated by organizational commitment. The research data was
collected by a questionnaire through the survey methods toward 207
honorary teachers of a private school in Indonesia. Data analysis employed
path analysis, supported by descriptive statistics and a correlational matrix.
The result indicated that compensation significantly affects teachers’
turnover intention meditating by organizational commitment. This study also
found a fit research model that can discuss among researchers and
practitioners as references/discourse or a strategy for mitigating turnover
intention in various contexts and research fields.
Keywords:
Compensation
Honorary teachers
Organizational commitment
Turnover intention
This is an open access article under the CC BY-SA license.
Corresponding Author:
W. Widodo
Social Science Education Department, Postgraduate Faculty
Universitas Indraprasta PGRI
Jl. Nangka No. 58C, Tanjung Barat, Jakarta Selatan, Indonesia
Email: widmag@gmail.com
1. INTRODUCTION
In several decades, the turnover intention has received extra attention from academics and
practitioners, including education practitioners, because its existence is suspect of disrupting organizational
conduciveness. At the individual level, the turnover intention is claiming to reduce productivity [1] and
employee performance [2], so that it has implications for organizational effectiveness [3] and organizational
performance [4]. Besides, turnover also influences the work flexibilitys’ flow, the relationships among the
team members, and communication with top management [5]. More than that, when a team member leaves
an organization, therefore the whole team will be affected, both the team’s quality and performance flow [6].
In the 21st century, turnover intention has become a key concept in managing employee career success and
business continuity at all levels, especially in the service industry [7]. It means that the management of
business organizations that can reduce the potential for turnover will tend to survive. Turnover intention can
also occur in non-profit organizations, such as school organizations, especially Indonesian private school
honorary teachers, which are teachers who work part-timely and paid based on monthly teaching hours,
without additional facilities and other welfare guarantees. Their average accumulated monthly income is far
below the regional (provincial) minimum wage standard. The low compensation that is not sufficient to meet
daily life needs will make honorary teachers nervous, so they try to find work elsewhere.
Turnover is the employees' quantity that leaves an organization and gets replaced with other new
ones [8] or the behavior of withdrawing from an organization that is permanent, whether it is done
voluntarily or not voluntarily [9]. While the turnover intention is a mental decision prevailing between an
individual's approach concerning a job to continue or leave the job [10]. Turnover intention also refers to
2. ISSN: 2089-9823
J Edu & Learn, Vol. 15, No. 3, August 2021: 443 – 449
444
employees' intention to quit or desire to leave their organization [11], [12]. Robbins and Judge [13] state that
employee layoffs are divided into two types, namely voluntary turnover initiated by employees and
involuntary turnover initiated by the company. Voluntary turnover is related to how employees decided
whether to stay or leave the organization. The most talented employees usually carried out voluntary
turnover, so it harms the organization. When talented employees leave voluntarily, their knowledge, skills,
and abilities that affect the efficiency and quality of work the organization provides to society are lost.
Meanwhile, involuntary turnover refers to the organization's decision to control employees: whether to stay
or leave [14]. Turnover intention can make by various things related to employee behavior, including
increased absenteeism, laziness to work, increased courage to violate work rules, the emergence of courage to
oppose or protest to superiors, or seriousness in accomplishing all the responsibilities of an employee who
seemed very different from usual [15].
Compensation and teachers’ turnover intention
Turnover intention can be affected by compensation. The research by scholars [16]-[23] concluded
that compensation related to turnover intention. Compensation refers to all forms of financial results and
tangible benefits received by workers as part of the working relationship [24] or all payments of money and
all goods or commodities used based on the value of money to reward employees [25]. In organizational
practice, compensation systems can influence organizational success in three ways. First, the number, how to
package, and hand over wages to workers motivate, strengthen, and direct their behavior. Second,
compensation essential for an organization's ability to attract and retain qualified, high-spirited workers.
Third, compensation costs can affect organizations' success [24].
Compensation has a motivational function, which are consists of extrinsic and intrinsic [26].
Extrinsic compensation comes from outside (external) the individual, while intrinsic compensation comes
from within (internal) the individual. Extrinsic compensation includes salary, benefits, promotions, and
additional income, while intrinsic compensation consists of feelings of competence, achievement,
responsibility, and personal growth. Intrinsic compensation reflects the psychological mindset of employees
that results from doing their job. Extrinsic compensation includes monetary and non-monetary compensation.
Monetary compensation is the core compensation, which includes: base salary, seniority pay, service fee,
incentives, wages for knowledge plans and skills-based wages, and employee benefits. Meanwhile, non-
monetary compensation includes coverage programs (e.g., health insurance), paid rest time (e.g., vacations),
and services (e.g., child care assistance) [27]. When multiple kinds of compensations, such as salary,
benefits, incentives, protection programs, feelings to competence, achievement, responsibility, and personal
growth [26], [27] in good condition and according to teacher expectations, can reduce teachers’ turnover
intention, manifested in increased absenteeism, laziness to work, increased courage to violate work rules, the
emergence of courage to oppose or protest to superiors, or seriousness in accomplishing all the
responsibilities of an employee who seemed very different from usual [15]. Based on the studies and
argument above, can formulate the hypothesis: H1: Compensation has a direct effect on teachers’ turnover
intention.
Organizational commitment and teachers’ turnover intention
Organizational commitment is also influences turnover intention. The research result conducted by
researchers in various contexts and organizations [28]-[37] proved that organizational commitment affects
teachers’ turnover intention. Organizational commitment is a strong desire to remain the organizations'
members, high-level effort on behalf of the organization, and a strong belief in accepting the organization's
values and goals [38]. Besides, organizational commitment is also the extent to which an individual identifies
with an organization and its goal, reflected in day-to-day work activity [9], [39]. Organizational commitment
consists of three components: affective commitment, the emotional attachment of employees in identifying
and involving themselves in various organizational activities; continuance commitment, a commitment based
on costs associated with leaving the organization; and normative commitment, the employee's feeling of
obligation to stay in the organization [40]. If the three-components in high levels can reduce teachers’
turnover intention, manifested in increased absenteeism, laziness to work, increased courage to violate work
rules, the emergence of courage to oppose or protest to superiors, or seriousness in accomplishing all the
responsibilities of an employee who seemed very different from usual [15]. In line with the studies and
argument above, can formulate the hypothesis: H2: Organizational commitment has a direct effect on
teachers’ turnover intention.
Compensation and organizational commitment
Organizational commitment, besides influencing teachers’ turnover intention, is also affected by
compensation. When school organizations give compensation such as pay, fringe benefits, incentive,
3. J Edu & Learn ISSN: 2089-9823
Mitigating turnover intention among private school teachers (Moh. Alifuddin)
445
protection programs, the feeling of competence, accomplishment, responsibility, and personal growth [26],
[27] in enough to live properly can increase teachers’ organizational commitment, especially continuance
commitment [40]. Teachers who receive adequate compensation from schools that can guarantee a decent
and prosperous life will feel disadvantaged if they leave school to continue to stay in the school. Based on the
studies and argument above, can formulate the hypothesis: H3: Compensation has a direct effect on
organizational commitment.
Compensation and teachers’ turnover intention mediated by organizational commmitment
The various studies above indicated that organizational commitment mediates the effect of
compensation on teachers’ turnover intention. When the teachers received pay, fringe benefits, incentive,
protection programs, the feeling of competence, accomplishment, responsibility, and personal growth [26],
[27] as adequate compensation for their work can stimulate teachers’ organizational commitment,
particularly affective and continuance [40]. That it then implicates reducing teachers’ turnover intention,
manifested in increased absenteeism, laziness to work, increased courage to violate work rules, the
emergence of courage to oppose or protest to superiors, or seriousness in accomplishing all the
responsibilities of an employee who seemed very different from usual [15]. The recent studies by scholars
[41]-[47] also proved that compensation influences organizational commitment; meanwhile, the new
investigation by researchers [28]-[37] shows that organizational commitment affects teachers’ turnover
intention. In line with the studies and argument above, can formulate the hypothesis: H4: Compensation has
an indirect effect on teachers’ turnover intention mediated by organizational commitment.
2. RESEARCH METHOD
This study employed a quantitative approach with a survey method conducted through distributing
questionnaires in the form of a Likert scale with five answer options: strongly disagree, disagree, neutral,
agree, and strongly agree. The researcher themself made the questionnaire based on the theoretical
dimensions of the experts. The compensations’ dimensions: pay, fringe benefits, incentive, protection
programs, the feeling of competence, accomplishment, responsibility, and personal growth [26], [27].
Organizational commitment: affective, normative, and continuance commitment [40]. Turnover intention:
increased absenteeism, laziness to work, increased courage to violate work rules, the emergence of courage to
oppose or protest to superiors, or seriousness in accomplishing all the responsibilities of an employee who
seemed very different from usual [15]. The compensation questionnaire consists of 10 items, organizational
commitment: 10 items, and turnover intention: 10 items with an alpha coefficient of each variable: .893, .912,
and .891. The alpha coefficient of all variables >.7 is reliable as a research instrument [48].
The research participant was 207 honorary teachers of a private school in Indonesia spread across
seven Provinces (East Nusa Tenggara, East Kalimantan, Riau Islands, Central Java, West Java, Banten,
Jakarta) were determined by accidental sampling according to the participants' willingness to fill out the
questionnaire at the time the study was conducted [49] through google form formated in the smartphone. As
present in Table 1, the majority of gender is female (62.80%), ages 26-35 years (46.86%), bachelor education
(85.51%), marital status (63.77%), and length of teaching ≤ five years (54.59%).
Table 1. Profile of the research participant
Profile Amount Percentage
Gender
Male 77 37.20
Female 130 62.80
Age
≤25 years 46 22.22
26–35 years 97 46.86
36–45 years 43 20.77
46–55 years 17 8.21
≥56 years 4 1.93
Education
Diploma 10 4.83
Bachelor 177 85.51
Postgraduate 20 9.66
Status
Married 132 63.77
Unmarried 75 36.23
Length of
teaching
≤ 5 years 113 54.59
6 – 10 years 55 26.57
11 – 15 years 24 11.59
≥ 16 years 15 7.25
4. ISSN: 2089-9823
J Edu & Learn, Vol. 15, No. 3, August 2021: 443 – 449
446
Data analysis is conducted by path analysis. The test of the path coefficient significance uses a t-test.
Descriptive statistics and correlational matrics also support data analysis. Path analysis was performed by
LISREL 8.80, while descriptive statistics and correlational matrics by SPSS version 26.
3. RESULTS AND DISCUSSION
3.1. Results
The descriptive statistical analysis and correlational matrics result of the research variable are
performed in Table 2. The mean values from the lowest to the highest in succession are turnover intention
(15.45), compensation (37.20), and organizational commitment (40.29). The correlation matrix analysis
shows that all variables significantly correlate with other variables at level p<.01. It indicates that all of the
variables have a mutual relationship with each other. The correlation coefficient from the lowest to the
highest in succession is organizational commitment and turnover intention (-.467), compensation and
turnover intention (-.452), and compensation and organizational commitment (.639).
Table 2. Descriptive statistics and correlation matrix
Variables Mean Std. Deviation 1 2 3
1. Compensation 37.20 7.455 1.00
2. Organizational commitment 40.29 5.025 .639** 1.00
3. Turnover intention 15.45 4.713 -.452** -.467** 1.00
** p < .01
Hypothesis testing results of the effect of compensation on turnover intention mediated by
organizational commitment are summarized in Table 3. All of the hypotheses were supported with indication
t value>t table at α =.01. Therefore, this study revealed that compensation has a significant direct effect on
teachers’ turnover intention (-.26, p<.01), organizational commitment has a significant direct effect on
teachers’ turnover intention (-.30, p<.01), compensation has a significant direct effect on organizational
commitment (.64, p<.01), and compensation has a significant indirect effect on teachers’ turnover intention
mediated by organizational commitment (-.19, p<.01). In addition, compensation has a positive effect on
organizational commitment and has a negative effect on turnover intention, either directly or indirectly. The
positive effect shows that the improvement in compensation can increase teachers' organizational
commitment, while the negative effect indicates that the improvement in compensation can mitigate/reduce
teachers' turnover intentions even though it is mediated by organizational commitment.
Table 3. Summary of path coefficient and t values
Hypothesis Path coefficients T Value Hypothesis testing
H1: Compensation (X) on turnover intention (Y2) -.26** -3.33 Supported
H2: Organizational commitment (Y1) on turnover intention (Y2) -.30** -3.83 Supported
H3: Compensation (X) on organizational commitment (Y1) .64** 11.93 Supported
H4: Compensation (X) on turnover intention (Y2) mediated by
organizational commitment (Y1)
-.19** -3.65 Supported
** p < .01
Figure 1 and Figure 2 present the model test with the goodness of fit statistics: Chi-Square=.00,
df=0, p-value=1.00>.05, and RMSEA=0.00<.08. It means the model tested is fit. This evidence indicates that
the theoretical model being test is supported by empirical data from honorary teachers of private schools in
Indonesia spread across seven provinces (East Nusa Tenggara, East Kalimantan, Riau Islands, Central Java,
West Java, Banten, Jakarta).
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Mitigating turnover intention among private school teachers (Moh. Alifuddin)
447
Figure 1. Path Coefficients Figure 2. T Values
3.2. Discussion
This research result found that compensation significantly affects teachers’ turnover intention, either
directly or indirectly, mediated by organizational commitment. The study is also created a fit model that the
theoretical model was in accordance (fit) with empirical data from honorary teachers of private schools in
Indonesia, especially East Nusa Tenggara, East Kalimantan, Riau Islands, Central Java, West Java, Banten,
and Jakarta province. This finding confirms that compensation and organizational commitment are essential
determinants for the teachers’ turnover intention. Besides, organizational commitment plays a significant role
as a mediator of the compensation effect on teachers’ turnover intention. These findings were in line,
consistent, and confirmed previous studies used as a reference to develop this research hypothesis. For
example, several studies in multiple contexts and fields concluded that turnover intention is influenced by
compensation [16]-[23] and organizational commitment [28]-[37].
As a consequence of this evidence, the private school foundation management urgently manages the
compensation system and organizational commitment better through various policies, approaches, and
strategies that are relied on to mitigate or reduce teachers’ turnover intention. In compensations’ case, the
private school foundation management should improve the compensation system, which provides excellent
teacher compensation opportunities, including pay, fringe benefits, incentive, protection programs, the
feeling of competence, accomplishment, responsibility, and personal growth [26], [27]. For organizational
commitment context, the private school foundation management and school principals should be driving the
school to become learning organizations that can stimulate the growth of affective, normative, and
continuance commitment among teachers [40].
Besides, this study also found that organizational commitment plays an important role as mediators
in the effect of compensation on teachers’ turnover intention. This evidence, in line with previous studies,
concluded that compensation influences organizational commitment [41]-[47], organizational commitment
affects teachers’ turnover intention [28]-[37], and compensation affects teachers’ turnover intention [16]-
[23]. This finding reveals empirical facts that compensation is crucial and urgent to consider in reducing
teachers’ turnover intention through organizational commitment. Therefore, any efforts to reduce teachers’
turnover intention will be better if done by improving organizational commitment. This has the consequence
that the private school foundation management and school principals urgently develop teachers’
organizational commitment through various possible approaches, methods, and strategies.
4. CONCLUSION
This research proves that compensation has a significant effect on teachers’ turnover intention,
either directly or indirectly, mediated by organizational commitment. This study also was found a fit research
model about the compensation affects teachers’ turnover intention mediated by organizational commitment
with the research field of the honorary teachers of private schools in Indonesia, especially East Nusa
Tenggara, East Kalimantan, Riau Islands, Central Java, West Java, Banten, and Jakarta province. This model
can discuss among researchers and practitioners as references/discourse or a strategy for mitigating turnover
intention in various contexts and research fields. Furthermore, for the researcher, the model can be further
expanded into new research with more participants, adding variables, other dimensions or indicators, and
another statistical approach, mainly structural equation modeling (SEM). For educational practitioners, the
model can reduce teachers’ turnover intention among private school teachers by improving compensation and
organizational commitment, implicating enhancing teachers’ productivity and performance in individual
levels and school effectiveness and performance in organizational levels.
6. ISSN: 2089-9823
J Edu & Learn, Vol. 15, No. 3, August 2021: 443 – 449
448
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