Sutji Harijanto, Sumardi Sumardi, Yanah Uswatul Hasanah

Modeling Of School Principal Supervision And Strengthening Teamwork And Teacher Job Satisfaction To Increase Organizational Commitment In The Era Of Educational 4.0

Introduction

Modeling of school principal supervision and strengthening teamwork and teacher job satisfaction to increase organizational commitment in the era of educational 4.0. Explore how principal supervision, teamwork, and teacher job satisfaction model organizational commitment in elementary schools during the Education 4.0 era.

Abstract

This research aims to test and analyze the direct and indirect influence of principal supervision, teamwork, and job satisfaction on organizational commitment in the era of educational 4.0. The unit of analysis is ASN (State Civil Apparatus) teachers at State Elementary Schools in Cicurug District, Sukabumi Regency. This research was conducted using survey methods, path analysis, and SITOREM (Scientific Identification Theory to Conduct Operation Research in Education Management) analysis with a quantitative approach. The population in this study was 172 teachers and a sample of 121 teachers. Data analysis techniques were carried out using descriptive statistical analysis, analysis prerequisite tests, and SITOREM analysis. The research results show that (1) principal supervision has a positive influence on organizational commitment, (2) teamwork has a positive influence on organizational commitment, (3) job satisfaction has a positive influence on organizational commitment, (4) principal supervision has a positive influence on job satisfaction, (5) teamwork has a positive effect on job satisfaction, (6) principal supervision has a positive indirect effect on organizational commitment through job satisfaction, and (7) teamwork has a positive indirect effect on organizational commitment through job satisfaction. (8) it discovered the modeling of school principal supervision and strengthening teamwork and teacher job satisfaction to increase organizational commitment in the era of educational 4.0.

Review

This study presents a timely and relevant exploration into critical factors influencing organizational commitment among teachers in the burgeoning era of Education 4.0. The research clearly articulates its aim to investigate both direct and indirect influences of principal supervision, teamwork, and job satisfaction on organizational commitment. The quantitative approach, employing survey methods with a substantial sample of 121 teachers, provides a robust basis for the findings. The abstract effectively summarizes eight distinct positive relationships, demonstrating the comprehensive scope of the investigation and immediately highlighting key takeaways regarding the impact of these variables, including crucial indirect effects through job satisfaction. While the study's objectives are well-defined and the findings appear significant, several methodological and conceptual clarifications would strengthen its impact. The abstract initially mentions "path analysis" but subsequently lists "descriptive statistical analysis, analysis prerequisite tests, and SITOREM analysis" as the primary techniques. A more precise explanation of how SITOREM analysis, which is less commonly known in international literature, facilitates the complex "modeling" of direct and indirect effects, akin to path analysis or structural equation modeling, is warranted. Furthermore, the explicit inclusion of "Educational 4.0" in the title and discussion of "modeling" suggests a sophisticated understanding of the modern educational landscape, yet the abstract does not elaborate on how this specific context shapes or informs the observed relationships between principal supervision, teamwork, job satisfaction, and organizational commitment. Despite these areas for potential enhancement, the research offers valuable insights for educational leadership and management. The findings strongly affirm the interconnectedness of effective principal supervision, collaborative teamwork, and teacher job satisfaction as fundamental drivers of organizational commitment. This has significant practical implications for principals and policymakers aiming to foster a committed and motivated teaching workforce, especially as educational systems adapt to new challenges and technologies. The identified modeling provides a clear framework for understanding these complex relationships, positioning the study to contribute meaningfully to the discourse on teacher retention and performance in contemporary educational settings.

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