The Effect of Principals’ Competencies on Teachers’ Job Satisfaction and Work Commitment

Abstract

The paper aims to examine the influence of a principal's managerial competence on teachers' job satisfaction and work commitment. The study belongs to a quantitative type with a cross-sectional design. The samples are 77 teachers from private junior high schools in Yogyakarta, all of which were selected using a random sampling technique. The data were collected through a questionnaire, which has been tested for validity and reliability. The data were analyzed using PLS-SEM as the samples used were less than a hundred numberwise. The hypothesis testing using PLS-SEM with path coefficient is accepted if the evaluation of the t-statistic is above 1.96 and p-value less than 0.05. The path coefficient revealed several results. First, work commitment significantly influences teachers' job satisfaction. Second, a principal's conceptual competency does not considerably affect the teachers' work commitment and job satisfaction. Third, the principal's interpersonal competency significantly influences teachers' work commitment and job satisfaction. Fourth, a principal's technical competency significantly affects teachers' work commitment and job satisfaction with respectively. Besides, the hypothesis tested simultaneously to the variables and was evaluated using R-square adjusted value path I resulted in 0.762, which means the conceptual competency, interpersonal competency, and technical competency simultaneously influence job satisfaction up to 76.2%, categorized as substantial (strong). Meanwhile, R-square adjusted path II is 0.363, which means that the three competencies simultaneously influence job satisfaction up to 36.3%, categorized as weak. The findings have important implications for those involved in developing teachers' professionalism in that improving a principal's interpersonal and technical competencies will have a positive influence on teachers' job satisfaction and work commitment.

The Relation Between Career Barriers Faced by Teachers & Level of Stress and Job Satisfaction

“…It can be considered the situation that the teachers' managers are fair to them, teachers like their colleagues also they are happy to perform the teaching profession and they love the work they do, eliminates the perception of career disability. Rachmawati and Suyatno (2021) determined that the interpersonal communication skills and technical competencies of the school principal affect teachers' job satisfaction positively, this finding is consistent with the findings of the research.…”

The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning

“…Without these two competencies, the potential that exists in students will not be able to be developed properly (Istiqomah et al, 2019). In addition, the need for complex competencies in the 21st century will have a significant effect on student work competencies later if the two teacher competencies are not mature (Rachmawati & Suyatno, 2021). Pedagogical competence is needed as the main capital for learning operations.…”

“…However, the reality is that vocational teachers still have a low acceptance of pedagogical and professional competencies (Leonard & Wibawa, 2020). The low quality of vocational learning, both theory and practice, is the main impact of the low pedagogical, and professional competence of teachers (Rachmawati & Suyatno, 2021). In addition, low student learning outcomes are also the impact of the lack of maturity of the two competencies (Istiqomah et al, 2019).…”

The Pattern of Development of Competence, Commitment, and Motivation of Teachers in Pesantren

“…The teacher's professional development includes aspects of competence, commitment, and motivation. Competence is the ability to see the organization as a whole, including recognizing how various organizational functions depend on one another and how changes in one area affect another (Rachmawati & Suyatno, 2021). Teacher competence is primarily responsible for changing student orientation from ignorance to knowledge, dependence to independence, and unskilled to skilled (Islam et al, 2018).…”