Research highlights the influence of service quality, institutional reputation, student satisfaction in building student loyalty. Quantitative approach was used with a survey method. The research respondents were 185 students from PGRI University Palembang. Analysis techniques using variance-based structural equation models (SEM) SmartPLS. The results of the study shows that service quality has a significant effect on reputation and student satisfaction, but service quality and student satisfaction have no significant effect on student loyalty. On the contrary, the reputation of an institution has a very significant direct effect on loyalty. Student service quality has a significant indirect effect on student loyalty through the reputation of the institution, this implies that the reputation of the institution carries a relative influence relationship between service quality on student loyalty. These findings can help higher education institutions to make better strategic plans to increase student loyalty.

This research aimed at investigating the influence of organizational climate, transformational leadership, and work motivation on teacher job performance at Pondok Modern Tazakka, Batang - Central Java.The research using quantitative approach with survey method. Amount of the samples in this research are 55 teachers that selected randomly. The data were analyzed by using descriptive statistics and inferential statistic using path analysis. (1) organizational climate have positive direct effect on teacher performance with path coefficient (py1) = 0,257 and t-count 2,963> t-table 1,684; (2) transformational leadership have positive direct effect on teacher performance with path coefficient (py2) = 0,489 and t-count 5,164> t-table 1,684, (3) work motivation have positive direct effect to teacher performance with path coefficient (py3) = 0,261 and t count 2,42> t-table 1,684, (4) organizational climate have positive direct effect (p31) = 0.391 and t-count 3.990> t-table 1.684, and (5) transformational leadership have a direct positive effect on work motivation with path coefficient (p32) = 0.526 and t-count 5,376> t- table 1,684. The Conclusion is organizational climate, transformational leadership, and work motivation have a direct effect on teacher job performance. Organizational climate and transformational leadership also have a direct effect on teacher work motivation. Therefore to improve teacher job performance, organizational climate, transformational leadership, and work motivation must be considered to be improved.

Creativity thinking leadership boarding school is more likely to kyai as a central figure.Creativity thinking and innovative attitude kyai actually not be separated from several factors, including vision and mission kyai itself and a sense of deep fear of new ideas that are considered to be misleading and bring the community pondok pesantren towards the worse. Pondok Pesantren which formerly the teaching system and its teaching materials focused on the religious sciences, began to develop by accommodating the curriculum elements of the national education system. The demands of the education system in Indonesia have required the pesantren to follow or equalize its standards with the national education curriculum. important because of the ability it has from education outside the pesantren. Generally most of the boarding schools have problems associated with teachers / ustadz which impact on low performance, for example:First, the condition of teachers / religious teachers in the pesantren has not been treated the same as the teachers in formal schools recognized by the government. Secondly, the existence of teachers / religious teachers in pesantren has not been maximized, especially in traditional boarding schools or salafiyah. The teacher / ustadz is still considered as a student who is a teacher / ustadz under the control of kyai and still in the category of studying (thalabul ilmi), while the teaching function which they run is only limited to the kyai (khadimun lil shaykh). Thirdly, the services and

The objective of this research was to determine the direct influence of self efficacy, job satisfaction, organizational commitment and organizational citizenship behavior (OCB) of Vocational High Schools Teachers of South Jakarta. The research method using survey with correlation approach, in this study sampled as many as 172 teachers and selected based on a simple random technique (Simple Random Sampling). The research was done in State Vocational High School in the South of Jakarta. Based on the description in the above hypothesis test, then the research findings can be outlined as follows: (1) there is a direct and significant influence between self efficacy with organizational citizenship behavior (OCB), (2) there is direct and significant influence of job satisfaction with organizational citizenship behavior (OCB), (3) there is a direct significant influence between organizational commitment with organizational citizenship behavior (OCB), (4) there is direct and significant influence between self efficacy with organizational commitment, (5) there is direct and significant influence between job satisfaction with organizational commitment, and (6) there is direct and significant influence between self efficacy with job satisfaction.

Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and ch anges. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.

Teachers with high affective commitment can feel a strong emotional bond, loyalty, and dedication to the school. The teachers really want to be in school if they enjoy, feel comfortable, and satisfied with their works. So the teachers will be stronger if their experiences in a school are consistent with expectations and satisfy their basic needs, friendship, the work atmosphere or culture, comfortability in completing tasks, and also help to see how far the teachers identify and involve themselves with the school. This research uses causal survey method by using path analysis technique. This study uses the sample from 138 teachers (data were collected by personal distribution) in 8 Buddhist Senior High Schools in the Capital City of Jakarta, which was selected using the Slovin formula. The study proposed three hypothesis and results indicated (1) there is a positive effect between the quality of work life and the affective commitment, (2) there is a positive effect between job involvement and affective commitment, and (3) there is a positive effect between the quality of work life and job involvement.

Factors that influence the performance of lecturers include the organizational behaviour and individual mechanisms. Pedagogic competence is an aspect of organizational behaviour, while work motivation and job satisfaction represent a part of the individual mechanism. Among the three variables, which one needs to be considered first to improve the performance of lecturers? Data from the pedagogic competence test, work motivation questionnaire and job satisfaction from 172 lecturers of the Universitas Persatuan Guru Republik Indonesia, Palembang were analysed using descriptive statistics, t-test and path analysis. The results showed that there was influence of pedagogic competence, work motivation, and job satisfaction on the performance of lecturers. Factors that need to be considered first as intervening variables are work motivation and job satisfaction and further needs to be improved is pedagogic competence.

This study aims to evaluate design, installation, process, outcome, benefit and cost in implementation of Integrated and Holistic Educational System (IHES) model in Gema Nurani Integrated and