The Influence of Compensation, Work Environment and Employee Characteristics on Organizational
Commitment and Teacher Performance at Wachid Hasyim 1 Vocational High School Surabaya
Reo Susanto
Department of Managemen, Narotama University Jl. Arief Rachman Hakim, No. 51, 60117, Surabaya, Indonesia
Reosusanto1998@gmail.com
Abstract
This study aims to analyze the influence of influence, work environment, and worker character on organizational commitment and teacher performance at SMK Wachid Hasyim 1 Surabaya. The following research was conducted to analyze whether or not there was a relationship between the independent and dependent variables. Therefore, researchers use quantitative methods using objective measurements and mathematical analysis. The data analysis technique in this study used Partial Least Square (PLS). The population in this study were all 50 teachers at Wachid Hasyim 1 Vocational School Surabaya. Results of data analysis that has a positive and significant effect on organizational warnings, work environment has a positive and significant effect on organizational warnings, worker characteristics have a positive and insignificant effect on organizational warnings, reminders have a positive and significant effect on teacher performance, work environment has a positive and insignificant effect significant effect on teacher performance, worker characteristics have a positive and significant effect on teacher performance, the heart of the organization has a positive and significant effect on teacher performance. The area determined in this study is the city of Surabaya and only one school. It is hoped that further research can expand the research area to reach provinces or countries. With these results, it is hoped that further research can use other variables that have the potential to have a significant influence on organizational commitment and teacher performance
Keywords:
Compensation, Organizational Commitment, Teacher Performance, Worker Characteristics, Work Environment.
1. Introduction
Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education through formal education, basic education, and secondary education. According to the Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers Article 1 paragraph 10 states Competence is a set of knowledge, skills and behaviors that must be possessed, internalized and controlled by teachers or lecturers in carrying out their professional duties. The teacher is a determining factor for the success of the process quality learning. So that the success or failure of education in achieving its goals is always associated with the role of the teachers.
Therefore, the efforts made to improve the quality of education should start from improving the quality of teachers. The implementation of a quality teaching and learning process cannot be separated from the quality of the teaching staff themselves. then school management is obliged to continue to make performance improvements, one of which is to pay attention to what factors play a role in improving performance. However, in this modern era, various new inventions have been found to make it easier for humans to carry out their activities. Likewise in the world of education various technologies that are said to be able to do anything and answer anything are found to make it easier for humans. So teachers must be able to adapt to technology, especially for learning media. Currently, learning technology is modern and inspiring with information and communication technology to be a source of forming reliable teachers. Teacher performance is very decisive for the quality of education because good performance will encourage the achievement of national education goals.
Teacher performance can be improved if the components that affect it can be identified and optimized for achieving learning objectives. In 1987-1988 WACHID HASYIM SENIOR HIGH SCHOOL was opened with the status of "RECORDED" with the Field of Business and Management Expertise and in 1990-1991 it became
"SAMAMAKAN". Vocational Middle School) Business and Management, then refined with the 1999 Edition curriculum and in the 2004-2005 school year using the 2004 Edition Curriculum. In the 2005-2006 school year
Wachid Hasyim Vocational School opened a new Field of Expertise, namely the Information and Communication Technology Field with the Multimedia Expertise Program. In the 2007-2008 school year Wachid Hasyim Vocational High School, which originally had the status of "SAME" changed to
"ACCREDITATION A". The following shows the development of the number of students recorded as follows:
Table 1. Growth in the number of students at Wachid Hasyim 1 Vocational School Surabaya Year 2019-2023 Skills Class Total Students
2019 - 2020
Total Students 2020 - 2021
Total Students 2021 - 2022
Total Students 2022 - 2023 Multimedia
X 108 103 128 150
XI 174 106 102 126
XII 164 169 103 100
Total 446 378 333 376
Accountancy
X 76 100 130 144
XI 23 73 97 128
XII 136 119 71 94
Total 335 292 298 366
Office Administration
X 108 73 144 144
XI 108 102 72 143
XII 102 108 101 71
Total 318 283 317 358
Total 1.099 953 948 1.100
Source : SMK Wachid Hasyim Surabaya
The table above shows that the number of students each year has decreased, the total number of students in 2019-2020 has reached 1,099 students, in 2020-2021 it has reached 953 students, in 2021-2022 it has reached 948 students and in 2022-2023 it has reached 1,100 students. . but in the 2022-2023 school year there has been an increase in the number of students reaching 1,100 students from all majors. of the three skills at Wachid Hasyim 1 Surabaya Vocational School, the skill most in demand is Multimedia with a total of 446 students in 2019-2020, 378 students in 2020-2021, 333 students in 2021-2022 and 376 students in 2022-2023. This shows that in addition to experiencing a decrease in the number of students, schools need to improve the quality of education to achieve an increase in the number of students.
Figure 1. Certified Teacher Qualifications for SMK Wachid Hasyim 1 Surabaya Year 2019-2023 Source : SMK Wachid Hasyim Surabaya
The table above shows that the percentage of qualified teachers is 70%, with teachers not being certified as much as 30%, this shows that in addition to several increases but not yet maximal and optimal, therefore teacher empowerment needs to be further improved in order to get better performance.
Certified Teachers Uncertified Teachers Teacher Qualifications of SMK Wachid Hasyim 1
Surabaya Series 1 35
15
Table 2. Student achievement at SMK Wachid Hasyim 1 Surabaya
NO Achievements in 2017-2021 Ranking
1 2 3 Total
1 Martial Arts 2 4 5 11
2 Basket ball 0 0 1 1
3 Futsal 0 4 2 6
4 Animation Game 2 4 1 7
5 Accounting 0 0 1 1
6 Paskibra 0 0 3 3
7 Mathematics 0 0 1 1
8 Tartil Qur'an 3 2 4 9
Source : SMK Wachid Hasyim Surabaya
SMK Wachid Hasyim has quite a lot of achievements achieved by students, besides that it shows that there have been some improvements but not maximal and optimal. Thus the empowerment and efficacy of teachers need to be further improved in order to get better performance. Good quality education is closely related to qualified teaching staff, especially the performance of teachers who must be professional in teaching students and developing their knowledge. Along with the fast-paced development of the era, it is necessary to examine aspects of improving teacher performance so that the quality of education will be better in the future.
According to Hasibuan (2017) explains that performance or work performance is the result of work achieved by a person in carrying out the tasks assigned to him which are based on skills, experience, and sincerity and time.
According to Kasmir (2016:24) performance is the result of one's work and work behavior in a period. In general, the purpose of measuring teacher performance is to determine competence, assess strengths, provide support and mentoring, ensure continuous growth through various experiences, and organizational decisions.
From the description of the background and phenomena mentioned above in the preparation of this thesis, the writer wanted to examine organizational commitment and teacher performance at SMK Wachid Hasyim 1 Surabaya. Organizational commitment is the level at which a teacher identifies himself and his organization by reflecting on beliefs, that is, a teacher will provide loyalty, and have the desire, be willing to work hard, sacrifice, and care about the survival of the organization. Meanwhile, performance according to Hasibuan (2017:6) explains that performance or work performance is the result of work achieved by a person in carrying out the tasks assigned to him based on skills, experience, and sincerity as well as time. According to Kasmir (2016:24) performance is the result of one's work and work behavior in a period. some of the results of research on organizational commitment and performance such as: The compensation variable has an insignificant positive effect on performance variables. Meanwhile, according to research by Arta & Surya (2017) states that compensation has a positive effect on organizational commitment to Agent Pru Megas.
Besides compensation, a conducive and comfortable work environment is also important in determining teacher performance to support teachers in carrying out their work with facilitation that supports work needs in them both physically and non-physically. according to Danang Sunyoto (2015:38) states that the work environment is an important component of a person's work activities. The results of research by Anam (2018) show that the work environment partially has a significant effect on the performance of teachers in Vocational High Schools, while according to Rizal Nabawi (2021) the work environment has no significant effect on the performance of the Public Works and Public Housing Office of Aceh Tamiang Regency. The results of Citra’s research (2020) show that the work environment has a positive and significant effect on the organizational commitment of kindergarten and elementary school teachers at the Hidayatul Islamiyah College Foundation School in Pematang Siantar City, while according to Tarjo1, Burhanuddin2, (2020) it shows that the influence of the work environment on commitment organization has no significant effect. The results of Amaludin & Syaqiq (2021) show that worker characteristics have a positive and significant effect on teacher performance in MI, Pekalongan Utara District. The variable employee characteristics does not significantly affect bank employees in Batam. Based on the background above, the researchers conducted a study entitled "The Influence of Compensation, Work Environment, and Empowerment on Organizational Commitment and Teacher Performance at SMK Wachid Hasyim 1 Surabaya".
The importance of compensation for teachers because one way for organizations to improve work performance, motivate and improve the performance of teachers is through compensation. According to, explaining compensation is all income in the form of money, goods, directly received by employees as compensation for services provided to the company. Compensation is given by the organization as expected by teachers so that they have a commitment to be able to survive in that organization. Dessler stated that all forms of pay given to employees and arising from their employment relationship are either direct financial (wages,
salaries, incentives, commissions, and bonuses) or indirectly (insurance and paid holidays). an organization provides appropriate compensation, it is hoped that teachers can have a commitment to stay with the company in the process of its journey. Compensation is made based on the relationship that exists between the employee and the company and also the reason for their stay. According to Nitisemito (2019) states that the work environment is everything that is around a person and can affect him in carrying out the tasks given. A conducive work environment in an organization is important and needs to be considered to create a comfortable atmosphere and allow a person to work optimally. If a person feels safe and comfortable in their work environment then they will feel at home so that their work time will be used more effectively and efficiently, conversely if their work environment is inadequate it will result in a person's performance decreasing. Characteristics of workers states that a detail in the work which is described in the dimensions of diversity of skills and responsibilities in completing work. Job characteristics between employees have different characteristics in assessing work and how to complete the various tasks that have been assigned
Basically, commitment is formed to foster individual behavior to side with the organization that employs them for a certain period of time which also focuses on common goals that make individuals bound and have high loyalty to the organization. organizational commitment is a situation in which an employee sided with a particular organization and its goals and desire to maintain membership in that organization. Meanwhile, according to Masudin (2017) organizational commitment is defined as a measure of employee strength related to organizational goals and values.
1.1. Organizational Commitment
According to In & Sutrisno (2021), organizational commitment is a strong desire to become a member of a group and a high will to work for the organization as well as a certain belief and acceptance of organizational values and goals. It can be stated that organizational commitment is a belief in organizational values in the form of loyalty to produce work and has a strong desire to stay in the organization.
1.2. Teacher Performance
Teacher performance according to Darmadi (2018:34) is the ability shown by the teacher in carrying out his duties or work. Uhar Suharsaputra (2013) also states that teachers in learning management must have the ability, among other things, the ability to prepare lesson plans, the ability to carry out learning and the ability to conduct learning evaluations. Teacher performance is closely related to teacher competence in the sense that in order to have good performance a teacher must be supported by good competence. According to Barnawi (2017:14) teacher performance can be interpreted as the level of success of teachers in carrying out tasks and education according to authority and responsibility based on performance standards that have been set for a certain period within the framework of achieving educational goals.
1.3. Compensation
According to Hasibuan (2010) Compensation is all income in the form of money, goods directly or indirectly received by employees in return for services provided to the company. Compensation includes direct cash payments, indirect payments in the form of employee benefits, and incentives to motivate employees to work hard to achieve high productivity. (Mangkuprawira, 2011)
1.4. Work environment
A conducive work environment in an organization is important and needs to be considered to create a comfortable atmosphere and allow a person to work optimally. If a person feels safe and comfortable in their work environment then they will feel at home so that their work time will be used more effectively and efficiently, conversely if their work environment is inadequate it will result in a person's performance decreasing. According to Nitisemito (2019) states that the work environment is everything that is around a person and can influence him in carrying out the tasks given. Meanwhile, according to Prof. Dr. Hj.
Sedarmayanti (2016) states that the Work Environment is the entire tool used in work that is in the surrounding environment where a person can do his job. According to Danang Sunyoto (2015:248) states that the work environment is one of the most important main factors for everyone who is doing work and activities within the organization.
1.5. Theory of Worker Characteristics
According to (Elbadiansyah, 2019) worker characteristics are a description that provides information from work related to the duties and responsibilities of carrying out the duties of a job assigned to employees.
According to Farida (2017:226) states that every job has considerations including:
1. Autonomy, is a job whose workmanship process is carried out by giving freedom in planning and completing work in a responsible manner. 17
2. Variation of work, a variation of tasks can lead to boredom resulting in work and work errors. So that job variations are the methods or skills needed by employees in carrying out and completing work, skills and variations of tasks that have been assigned.
3. Task identity, is an employee activity in carrying out planning in carrying out tasks by understanding work procedures and the level of work involvement.
4. Feedback, is a level that is felt by employees after doing work whether to get feedback from these results in the form of knowledge that refers to work. Feedback can come from several sources, be it work, superiors and co-workers.
2. Methodology
This type of research uses descriptive research with quantitative analysis. The quantitative method is a method that contains measurement and solving problems that are happening now based on actual data, namely by presenting data, analyzing and interpreting it. This study discusses the effect of compensation, work environment and empowerment on organizational commitment and teacher performance at SMK Wachid Hasyim 1 Surabaya. The population that became the object of research were all 50 teachers at SMK Wachid Hasyim 1 Surabaya which is an educational institution located on Jalan Sidotopo Wetan Baru No.37 Surabaya.
The data analysis used in this study is using the partial least squares (PLS) approach. PLS is a component or variant-based structural equation modeling (SEM) that is designed to solve multiple regression when specific problems occur in the data, such as the study sample size is very small, there are missing data (missing values), and multicollinearity Jogiyanto (2009) PLS is an alternative approach that shifts from a covariant-based SEM approach to a variant Ghozali (2006)
SEM which is based on covariance generally tests causality/theory while PLS is more of a predictive model. PLS is a powerful analytical method Ghozali (2006), because it is not based on many assumptions. For example, the data must be normally distributed, the sample does not have to be large. Besides being able to be used to confirm theory, PLS can also be used to explain wheher there is a relationship between latent variables.
PLS can simultaneously analyze constructs formed with reflective and normative indicators.
Hypothesis:
1. Compensation has a significant effect on organizational commitment at SMK Wachid Hasyim 1 Surabaya.
2. The work environment has a significant effect on organizational commitment at SMK Wachid Hasyim 1 Surabaya.
3. Employee characteristics have a significant effect on organizational commitment at SMK Wachid Hasyim 1 Surabaya.
4. Compensation has a significant effect on teacher performance at SMK Wachid Hasyim 1 Surabaya.
5. The work environment has a significant effect on teacher performance at SMK Wachid Hasyim 1 Surabaya.
6. Empowerment has a significant effect on teacher performance at SMK Wachid Hasyim 1 Surabaya.
7. Organizational Commitment has a significant effect on teacher performance at SMK Wachid Hasyim 1 Surabaya.
3. Results and Discussion
The Partial Least Square (PLS) Data Analysis Technique using SmartPLS 3.0 software has two stages in testing to be able to assess the fit of a model of a research model. The following are the stages of testing, namely:
1. Reflection Indicator Model (outer model).
2. Structural Model (Inner Model)
3.1. Reflexive Indicator Measurement Model (Outer Model)
The test that will be carried out for measuring the Outer model with reflective indicators consists of Outer Loadings, Discriminant Validity, Composite reliability, Average Variance Extracted (AVE), and Cronbach's Alpha calculated with SmartPLS 3.0 software.
3.2. Convergent Validity
An individual reflexive measure is said to be high if the correlation is more than 0.70 according to Chin, 1998 in a book (I. Ghozali, 2016) indicating that research at the early stages of developing a scale in measuring a loading factor value of 0.50 to 0.60 is considered sufficient.
Table 3. Outer Loadings
Indikator/Variabel Loading faktor Description
X1 (Compensation) 0,858 Valid
X2 (Work Environment) 0,845 Valid
X3 (Characteristics of Workers) 0,812 Valid
Y1 (Organizational Commitment) 0,863 Valid
Y2 (Teacher Performance) 0,831 Valid
X1 (Compensation)
K1 0,923 Valid
K2 0,857 Valid
K3 0,869 Valid
K4 0,786 Valid
X2 (Work Environment)
LK1 0,852 Valid
LK2 0,904 Valid
LK3 0,858 Valid
LK4 0,837 Valid
LK5 0,813 Valid
LK6 0,871 Valid
LK7 0,859 Valid
LK8 0,768 Valid
X3 (Characteristics of Workers)
KP1 0,875 Valid
KP2 0,834 Valid
KP3 0,777 Valid
KP4 0,880 Valid
KP5 0,758 Valid
KP6 0,766 Valid
KP7 0,703 Valid
KP8 0,887 Valid
PB9 0,832 Valid
Y1 (Organizational Commitment)
KO1 0,818 Valid
KO2 0,899 Valid
KO3 0,874 Valid
Y2 (Teacher Performance)
KG1 0,786 Valid
KG2 0,865 Valid
KG3 0,856 Valid
KG4 0,819 Valid
Source: Data processing with PLS, 2022
Based on the table above, it can be seen that all items have an outer loading value greater than 0.700 (Valid), so it can be concluded that all items are declared valid. In each variable, there is the most dominant item to form the variable, the results are as follows:
1. The most dominant indicator in variable X1 (Compensation) is indicator K1 with the highest factor loading rate of 0.923.
2. The most dominant indicator in the variable X2 (Work Environment) is the LK2 indicator with the highest factor loading rate of 0.904.
3. The most dominant indicator in the variable X3 (Characteristics of Workers) is the KP7 indicator with the highest loading factor of 0.887.
4. The most dominant indicator in the Y1 variable (Organizational Commitment) is the KO2 indicator with the highest loading factor of 0.899.
5. The most dominant indicator in the Y2 variable (Teacher Performance) is the KG2 indicator with the highest factor loading rate of 0.865.
3.3. Discriminant validity
The discriminant validity of the measurement model with reflexive indicators is assessed based on the cross loading of construct measurements. If the cross loading value of each indicator of a latent variable has a loading value greater than the loading value for other latent variables. The results of the discriminant validity test (cross loading) obtained are as follows:
Table 4. Cross Loadings X1
(Compensation)
X2 (Work Environment)
X3 (Characteristics
of Workers)
Y1 (Organizational
Commitment)
Y2 (Teacher Performance)
0,923
0,857
0,869
0,786
0,786
0,865
0,856
0,819
0,818
0,899
0,874
0,852
0,904
0,858
0,837
0,813
0,871
0,859
0,768
0,875
0,834
0,777
0,880
0,758
0,766
0,703
0,887
0,832
Source: Data processing with PLS, 2022
Based on table 4. above, it can be seen that each indicator of each latent variable has a greater loading value when compared to the loading value obtained if the indicator is connected to other latent variables. This shows that each latent variable has good discriminant validity where latent variables can predict indicators in their block better than indicators in other blocks.
1. Cronbach Alpha, Composite Reliability, and AVE
Cronbach Alpha, Composite Reliability and AVE values are used to determine whether the item statement is reliable or not. Reliability test in PLS can use two methods, namely Cronbach's alpha and composite reliability. Cronbach's alpha measures the lower limit of the value of the reliability of a construct while composite reliability measures the actual value of the reliability of a construct. Composite reliability is considered better in estimating the internal consistency of a construct. The rule of thumb used for the Composite Reliability value is greater than 0.7 and the Cronbach's alpha value is greater than 0.7 I. Ghozali (2016).
Composite reliability measures the actual reliability value of a variable while Cronbach alpha measures the lowest value of the reliability of a variable so that the composite reliability value is > 0.6 and the Cronbach Alpha value is > 0.60.
The AVE value is at least 0.5. This value illustrates adequate convergent validity which means that one latent variable is able to explain more than half of the variance of the indicators.
Table 5. Table of measurement results for outer model reflective indicators
Variabel Cronbach's
Alpha
Composite Reliability
Average Variance Extracted (AVE)
X1 (Compensation) 0,883 0,919 0,740
X2 (Work Environment) 0,943 0,953 0,716
X3 (Characteristics of Workers) 0,936 0,946 0,664
Y1(Work Environment) 0,830 0,898 0,747
Y2 (Teacher Performance) 0,852 0,900 0,693
Source: Data processing with PLS, 2022
The Cronbach's Alpha value for each variable is greater than 0.7. So it can be stated that the variables used, namely X1 (Compensation), X2 (Work Environment), X3 (Characteristics of Workers), Y1 (Organizational Commitment) and Y2 (Teacher Performance) are reliable. For the composite reliability score for each variable used, it is greater than 0.7, so these variables are included in the high reliability category.
Discriminant validity using the Average Variance Extracted (AVE) figure is known that each variable has an AVE number greater than 0.5.
3.4. Structural Model (Inner Model)
Structural model testing (Inner Model) was carried out to evaluate the R-Square or R-Square Adjusted for the dependent latent variable, and the t test and the significance of the structural path parameter coefficients.
In this study, the PLS structural model was carried out using SmartPLS 3.0 software. The test to be carried out for measuring the inner model consists of the coefficient of determination using R square, predictive relevance to Q square, and the Goodness of Fit Index (GoF).
1. Coefficient of determination (R2)
Table 6. Table of R-Square resultan
Inflluence R Square
X1, X2, X3 Y1 0,931
X1, X2, X3, Y1 Y2 0,976
Source: Data processing with PLS, 2022
The coefficient of determination (R-square) obtained from the first model is the effect of variables X1 (Compensation), X2 (Work Environment) and X3 (Characteristics of Workers) on variable Y1 (Organizational Commitment) of 0.931, so variable Y1 (Organizational Commitment) can be explained by variable X1 (Compensation), X2 (Work Environment) and X3 (Characteristics of Workers) of 93.1% and the remaining 6.9% is influenced by other variables outside of this study.
The coefficient of determination (R-square) obtained from the second model is the influence of the variables X1 (Compensation), X2 (Work Environment), X3 (Characteristics of Workers) and Y1 (Organizational Commitment) on the variable Y2 (Teacher Performance) of 0.976, so that the variable Y2 ( Teacher Performance) can be explained by the variables X1 (Compensation), X2 (Work Environment), X3 (Characteristics of Workers) and Y1 (Organizational Commitment) of 97.6% and the remaining 2.4% is influenced by other variables outside this study.
a. Effect size (F²)
Table 7. Table of the results of the coefficient of determinatif
Eksogen Endogen F Square
X1 Y1 2,215
X2 Y1 0,350
X3 Y1 0,056
X1 Y2 0,190
X2 Y2 0,001
X3 Y2 0,272
Y1 Y2 3,015
Source: Data processing with PLS, 2022
The F square value indicates the effect size or the proportion of the diversity of exogenous to endogenous variables. The F square coefficient category is a small category for F square between 0.02 and 0.15, a medium category for F square between 0.15 and 0.35, and a large category for F square more than 0.35.
Predictive Relevance (Q²)
The total diversity of data that can be explained by the model is measured by the formula:
Where R2 is the R square for the PLS model 1 equation which is equal to 0.931 and model 2 is 0.976.
The results of the Q square calculation indicate that the diversity of the data that can be explained by the model is 0.993 or in other words, the information contained in the data is 99.3% that can be explained by the model. And the model is included in the large model category (> 0.35).
Goodness of Fit Index (GoF)
The Goodness of Fit model test was carried out to see the accuracy of the model by multiplying the coefficient of determination overall by its communality (AVE) value.
b. Model 1
∑ √ ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ ̅̅̅̅
√(
)
The GoF calculation results are 0.810, it can be concluded that the accuracy of the model is in the large category (> 0.35).
c. Model 2
∑ √ ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ ̅̅̅̅
√(
)
The GoF calculation result is 0.836, it can be concluded that the accuracy of the model is in the large category (> 0.35).
2. Test the hypothesis
This section is an evaluation of the coefficients or parameters that show the effect of one latent variable on another latent variable. An effect is declared significant if the p-value is less than 0.05, and the effect is declared insignificant if the p-value is greater than 0.05. The results of calculations with the help of SmartPLS software are as follows:
a. The Direct Effect Hypothesis
Table 8. Table of direct influence resultan
Effects Path coefficient T statistics p-values Information
X1 (compensation) -> Y1
(organizational commitment) 0,579 10,496 0,000 Significant
X1 (compensation) -> Y2
(Teacher Performance) -0,178 2,399 0,017 Significant
X2 (work environment) -> Y1
(organizational commitment) 0,340 2,920 0,004 Significant
X2 (work environment) -> Y2
(Teacher Performance) -0,012 0,168 0,866 Not Significant
X3 (Characteristics of Workers) -
> Y1 (organizational commitment)
0,127 1,074 0,283 Not Significant
X3 (Characteristics of Workers
) -> Y2 (Teacher Performance) 0,168 2,121 0,034 Significant
Y1(organizational commitment) -
> Y2 (Teacher Performance) 1,016 10,606 0,000 Significant
Source: Data processing with PLS, 2022
Figure 2. Model Diagram Structural Source: Data processing with PLS, 2022
Based on the table above, the results of testing the hypothesis in this study which was carried out by boostraping using SmartPLS 3.0 software are as follows:
1) Hypothesis 1: compensation (X1) has a positive and significant effect on organizational commitment (Y1). The results of testing the first hypothesis show that the effect of the compensation variable (X1) on organizational commitment (Y1) has a t-statistics value of 2.880 >
1.984 and a p-value of 0.004 <0.050, which means that compensation (X1) has a positive and significant effect on organizational commitment (Y1). This is consistent with the first hypothesis where compensation has a positive and significant effect on organizational commitment. (Y1).
First Hypothesis Accepted.
2) Hypothesis 2 : work environment (X2) has a positive and significant effect on organizational commitment (Y1). The results of testing the second hypothesis show that the effect of the work environment variable (X2) on organizational commitment (Y1) has a t-statistics value of 2.597>
1.984 and a p-value of 0.007 <0.050, which means that the work environment (X2) has a positive effect and significant to organizational commitment (Y1). This is consistent with the first hypothesis where the work environment has a positive and significant effect on organizational commitment. (Y1). The second hypothesis is accepted.
3) Hypothesis 3 : Characteristics of Workers (X3) has a positive and insignificant effect on organizational commitment (Y1). The results of testing the third hypothesis show that the effect of the Characteristics of Workers variable (X3) on organizational commitment (Y1) has a t-statistics value of 1.322 < 1.984 and a p-value of 0.187 > 0.05, which means that Characteristics of Workers (X3) has a positive effect and not significant to organizational commitment (Y1). This is not in accordance with the third hypothesis where empowerment has a positive and significant effect on organizational commitment. (Y1). The third hypothesis is rejected. Because it is motivated by the perception of certain teachers who do not consider job characteristics too important. They see that characteristics are not their top priority at work, but other factors besides work. So that whether the perception of job characteristics is good or not, it will not affect their desire to leave the company.
4) Hypothesis 4 : compensation (X1) has a positive and significant effect on teacher performance (Y2). The results of testing the fourth hypothesis show that the effect of the compensation variable (X1) on teacher performance (Y2) has a t-statistics value of 2.261> 1.984 and a p-value of 0.027
<0.05, which means that compensation (X1) has a positive effect and significant to teacher performance (Y2). This is consistent with the fourth hypothesis in which compensation has a positive and significant effect on teacher performance. (Y2). The fourth hypothesis is accepted.
5) Hypothesis 5: Work Environment (X2) has a positive and significant effect on teacher performance (Y2). The results of testing the fifth hypothesis show that the effect of the work environment variable on teacher performance (Y2) has a t-statistics value of 2.652 > 1.984 and a p- value of 0.008 <0.05, which means that the work environment (X2) has a positive effect and significant effect on teacher performance (Y2). This is consistent with the fifth hypothesis in which the work environment has a positive and insignificant effect on teacher performance. (Y2).
The fifth hypothesis is rejected. Because the work environment is not the dominant factor in improving teacher performance, school organizations pay less attention to the work environment of employees to support improving teacher performance every day and are too focused on abilities so that supporting factors such as the work environment are not used optimally to improve teacher performance.
6) Hypothesis 6 : worker characteristics (X3) has a positive and significant effect on teacher performance (Y2). The results of testing the sixth hypothesis show that the effect of the worker characteristics variable (X3) on teacher performance (Y2) has a t-statistics value of 2.218 > 1.984 and a p-value of 0.0024 <0.05, which means that worker characteristics (X3) positive and significant effect on teacher performance (Y2). This is consistent with the sixth hypothesis in which empowerment has a positive and significant effect on teacher performance. (Y2). The sixth hypothesis is accepted.
7) Hypothesis 7 : organizational commitment (Y1) has a positive and significant effect on teacher performance (Y2). The results of testing the seventh hypothesis show that the influence of organizational commitment variable (Y1) on teacher performance (Y2) has a t-statistics value of 3.387 > 1.984 and a p-value of 0.001 <0.05, which means that organizational commitment (Y1) positive and significant effect on teacher performance (Y2). This is consistent with the seventh hypothesis in which organizational commitment (Y1) has a positive and significant effect on teacher performance. (Y2). The seventh hypothesis is accepted.
b. Indirect Effect Hypothesis
Table 9. Table of the results of the indirect effect
Influence Path coefficient T statistics p-values Information X1 (Compensation) -> Y1
(organizational commitment) ->
Y2 (teacher performance)
0,588 7,168 0,000 Significant
X2 (Work Environment) -> Y1 (organizational commitment) ->
Y2 (teacher performance)
0,346 2,823 0,005 Significant
X3 (worker characteristics) ->
Y1 (organizational commitment) -> Y2 (teacher
performance)
0,129 1,166 0,244 Not Significant
Source: Data processing with PLS, 2022
Based on table 6 above, it is known that the effect of variable X1 (Compensation) on variable Y2 (Teacher Performance) through variable Y1 (Organizational Commitment) has a T-statistics value greater than the critical value (7.168 > 1.984), and p-values are smaller than α (0.000 < 0.05). Therefore, the decision to reject H0 was obtained with the conclusion that variable X1 (Compensation) had a positive and significant influence on increasing variable Y2 (Teacher Performance) through variable Y1 (Organizational Commitment).
The effect of variable X2 (Work Environment) on variable Y2 (Teacher Performance) through variable Y1 (Organizational Commitment) has a T-statistics value greater than the critical value (2.823 > 1.984), and p- values smaller than α (0.005 <0.05) . Therefore, the decision to reject H0 was obtained with the conclusion that the variable X2 (Work Environment) had a positive and significant influence on increasing the Y2 variable (Teacher Performance) through the Y1 variable (Organizational Commitment).
The effect of variable X3 (worker characteristics) on variable Y2 (Teacher Performance) through variable Y1 (Organizational Commitment) has a T-statistics value smaller than the critical value (1.166 >
1.984), and p-values greater than α (0.244 <0.05). Therefore, the decision to reject H0 was obtained with the conclusion that variable X3 (worker characteristics) had a positive and insignificant effect on increasing variable Y2 (Teacher Performance) through variable Y1 (Organizational Commitment).
4. Conclusion
This study aims to analyze the factors that play a role in the absorption of management study program graduates in the world of education. The variables used in this study are Compensation (X1), Work Environment (X2), worker characteristics (X3), Organizational Commitment (Y1), and Teacher Performance (Y2). To analyze the influence between the variables used in this study, researchers used the partial least squares (PLS) analysis technique with SmartPLS 3.0 software. Based on the results of the analysis and testing of the hypotheses in the previous chapter, the researcher can draw the following conclusions:
1. The results of testing the first hypothesis indicate that there is a positive and significant effect between the compensation variable (X1) on organizational commitment (Y1). This shows that by giving appropriate compensation can increase one's commitment to the organization.
2. The results of testing the second hypothesis indicate that there is a positive and significant influence between the work environment variable (X2) on organizational commitment (Y1). This shows that if a conducive work environment is created and accompanied by a good relationship between colleagues, it will foster commitment to the organization.
3. The results of testing the third hypothesis indicate that there is a positive and not significant effect between the worker characteristics variable (X3) on organizational commitment (Y1). This shows that by having the right and appropriate competencies, the teacher will have responsibility and commitment to the organization.
4. The results of testing the fourth hypothesis show that there is a positive and significant effect between the compensation variable (X1) on teacher performance (Y2). This shows that the creation of optimal teacher performance requires compensation in the form of appropriate salaries, allowances, and incentives that affect teacher productivity.
5. The results of testing the fifth hypothesis show that there is a positive and insignificant effect between the work environment variable (X2) on teacher performance (Y2). This shows that safety and comfort at work are considered important in creating a conducive working atmosphere so that performance becomes more optimal.
6. The results of testing the sixth hypothesis show that there is a positive and significant effect between the worker characteristics variable (X3) on teacher performance (Y2). This shows that teacher performance influences the level of teacher empowerment to complete their tasks.
7. The results of testing the first hypothesis indicate that there is a positive and significant influence between the variable organizational commitment (Y1) on teacher performance (Y2). This shows that the higher the organizational commitment will have an impact on improving teacher performance.
5. Suggestion
Based on the above conclusions, suggestions that can be given by researchers to increase organizational commitment and teacher performance at Wachid Hasyim 1 Surabaya Vocational School, by looking at the respondents' answers, from each statement item given include:
1. Suggestions for agencies
to increase organizational commitment in schools, agencies need to pay attention to compensation and the work environment for teachers because these two factors have a significant influence on increasing organizational commitment in schools. Meanwhile, to improve teacher performance, there are three factors that need attention, namely compensation, work environment and empowerment.
2. Suggestions for further researchers
To expand on the results obtained in this study, further researchers can add other factors that have the potential to have a significant influence on organizational commitment and teacher performance.
Researchers can also add variables that have not been proposed in this study, and for further research they can conduct research on different organizations/companies in order to gain more knowledge.
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