Teacher organizational commitment is a determining factor for achieving quality education. It is believed that teacher personality is one of the main factors which either increase or decrease organizational commitment. This research aims to examine the effects of teacher personality on their organizational commitment. The quantitative approach was employed with the survey method. The samples were selected using the simple random technique by applying the Slovin formula. The participants of this study were 83 civil servant teachers at public senior high schools located in East Jakarta. The data of this study were collected through a survey and then analyzed using Path analysis. The results of the analysis show that tcount is higher than ttable (4.329 > 2.64). This result means that H0 is rejected while H1 is accepted. The hypothesis testing shows that personality has a positive direct effect on teacher organizational commitment. Furthermore, it is proven that there are three traits influencing teacher personality, namely emotional stability (33.98%), extroversion (33.56%), and openness to experience (32.46%). Meanwhile, the main factors influencing organizational commitment are employee engagement (33.74%), moral responsibility (33.55%), and loyalty (32.71%). Based on the result of this study, it is suggested that school principals take teacher personality into account in order to improve teacher organizational commitment at schools.

<span>The present research aimed at investigating the direct effect of civil servant teacher job satisfaction on their absenteeism. Quantitative approach with survey method was employed. The sample involved was 198 civil servant teachers from public senior high schools in Bekasi, West Java, Indonesia. The result signified that t_count &lt; t_table (-2.84&lt;-1.97) leading to the acceptance of H₀ and the rejection of H₁. This explicitly stated that civil servant job satisfaction has a negative direct effect on their absenteeism. For job satisfaction predictors, positive attitude places the highest position followed by comfort in work and certainty in work. While the highest predictors of absenteeism from the highest to the lowest are: punctual task completion failure, absenteeism style, and no explanation absence. The study is predicted to provide recommendation for schools to promote teacher job satisfaction and suppress their absenteeism rate. Providing comfort and creating positive working atmosphere for teachers either has significant consequence to endeavor job satisfaction promotion and absenteeism rate decrease. Besides, leaders and school management board assertiveness in the mechanism of decreasing absenteeism is unarguably decisive to create fairness in policy and procedure obedience.</span>

The purpose of this study is to explore deeply teaching factory at Technical and Vocational High School. Teaching factory is the best method of teaching and learning to integrate and to bridge the process of achieving competences of the students and required skills needed by the industrial company. This unique four pillars teaching factory consist of four components, that interconnected for each other, namely block schedule, physical product, job sheet, and corporate culture. This study used the qualitative approach with case study method. Data was collected through in-depth interviews, observation, participant observation, and documentation of the research informants comprising the school principal, viceprincipal of curriculum and instruction, head expertise program. The data collected was analyzed through the process of data condensation, data display, and conclusion drawing/verification. The result of the research show that Catholic Technical High School of St. Michael Surakarta has his own unique teaching factory with certain management in order to enrich the students with competences so that they will be ready to work in the industrial company. It is expected that this research would be a meaningful reference for the relevant researchers, and educational practitioner who wants to develop the technical or vocational education.

The development and advancement of information and communication technology has permeated all aspects of human life today. Technological progress led to an industrial revolution and at the same time influenced the human lifestyle that formed the characteristics and character of a very varied generation. The character of this generation causes the world of education to adjust in terms of learning, teaching, pedagogy, and in the management of education. The church and its educational institutions are inseparable from the influence of advances in the digital world in educating young children in facing the challenges of 21st century education. As a higher education institution, STKIP Widya Yuwana is challenged to transform his learning in preparing his candidates of catechist and Catholic religion teachers who are digital generation or internet generation whose fingers are attached to their devices at any time. Creatively and collaboratively, educational persons are encouraged to build an atmosphere of freedom of learning by conducting digital metanoia and transforming themselves to be able to continue their preaching work to young people.