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Asian Business Research Journal 
Vol. 10, No. 1, 11-22, 2025 
ISSN: 2576-6759 
DOI: 10.55220/25766759.245 
© 2025 by the author; licensee Eastern Centre of Science and Education, USA 

 
 

 

 
Enhancing Quality of Teacher Services through Strengthening Knowledge 
Management, Interpersonal Communication, Organizational Support and Job 
Satisfaction 

 
Andi Hermawan1 
 

 
 

1Universitas Pakuan Bogor Indonesia. 
Email: gus.andi.evolutioner@gmail.com  

 
Abstract 

Customer perceptions regarding the comparison between fulfilling needs and desires and the 
accuracy of delivery to balance customer expectations which are closely related to the quality of 
products, services and human resources are called Service Quality. Teachers are the main aspect 
and key determinant of successful learning, policy implementation and creative, innovative efforts, 
as well as the democratization of education. Teachers are the main players and spearheads in the 
world of education. Therefore, the existence of programs that concretely always support, 
accompany and help to continue to develop the personal and professional qualities of teachers is a 
guarantee for brilliant education. Based on preliminary research, it is known that the permanent 
foundation teachers (GTY) of PGRI Vocational High Schools (SMK) in Bogor Regency have 
relatively suboptimal service quality. Therefore, research is needed to obtain information on 
variables related to improving service quality. The aim of this research is to make efforts to 
improve the quality of service for vocational school teachers by conducting research on the 
influence of the variables knowledge management, interpersonal communication, organizational 
support and job satisfaction. This research uses the path analysis method to determine the 
influence between the variables studied and the SITOREM method for indicator analysis in order 
to obtain optimal solutions in an effort to improve the quality of vocational school teacher 
services. 

 
Keywords: Interpersonal communication, Job satisfaction, Knowledge management, Organizational support, Service quality,  
SITOREM Analysis. 

 
1. Introduction 

Challenges and competition are the hopes for how education will face the present and the future. Education as 
part of  the main pillar of  development and development of  human resources (HR) is not left behind or only able to 
survive but must be strived to be superior and able to compete with educational progress in other countries. The 
excellence referred to in this case means that it can be a reference for other nations in developing human resources 
in the field of  education. 

High expectations for the perfection of  educational output require the awareness and seriousness of  
educational stakeholders to empower educational institutions so that they can run effectively, which has an impact 
on the quality of  superior educational output with all competencies. Professional governance is needed by every 
educational institution. This is done to ensure the continuity of  increasing students' knowledge and life 
competencies as basic capital for nation development in facing the changes and challenges of  the times. 

The quality of  human resources cannot be separated from the quality of  education, where one of  the main 
components is teachers. Quality schools are closely related to providing quality educational services. Therefore, 
teachers are needed who have high qualifications, competence and dedication in carrying out their professional 
duties. Foundation Permanent Teachers (GTY) are the foundation's chosen personnel who are tasked with 
providing services to the community in a professional, honest, fair and equitable manner in the provision of  
educational services. 

Service quality is a form of consumer assessment of the level of service received (perceived service) and the 
level of service expected (expected service). The trust of the public who use educational services is closely related to 
the quality of the school organization's services. The level of trust is built through the service relationship of 
teaching staff, in this case teachers, with their students. The quality of teacher service is related to trust, which 
essentially provides the best service to students, parents and the surrounding community. 

Teachers are the main aspect and key determinant of successful learning, policy implementation and creative, 
innovative efforts, as well as the democratization of education. Teachers are the main players and spearheads in the 
world of education. Therefore, the existence of programs that concretely always support, accompany and help to 
continue to develop the personal and professional qualities of teachers is a guarantee for brilliant education. 

mailto:gus.andi.evolutioner@gmail.com
https://www.doi.org/10.55220/25766759.245


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Based on a preliminary survey conducted by distributing questionnaires to 30 teachers at 6 (six) PGRI 
Vocational High Schools (SMK) in Bogor Regency, data was obtained that: 1) 42% of teachers were not yet optimal 
in implementing their abilities to provide services in accordance with what was promised. accurate and reliable 
(Reliability), where this can be seen from the Instructor having the ability to complete the tasks given and the 
Instructor completing the work in accordance with the timeliness, 2) 32% of teachers are not optimal in 
implementing clear information delivery (Responsiveness), where this can be seen from the Instructor obtain 
information that is useful for completing their work and the Instructor provides information that is easy to 
understand if colleagues ask questions, 3) 33% of teachers are not optimal in implementing feelings of trust in the 
Institution (Assurance), where this can be seen from the Instructor training using time which is effective in 
delivering material and instructors have an obligation to complete their tasks, and 4) 43% of teachers are not yet 
optimal in implementing efforts to understand consumer desires (empathy), which can be seen from instructors 
establishing communication with co-workers and instructors caring about co-workers and other employees, and 5) 
40% of teachers are not yet optimal in implementing the appearance and capabilities of the institution's physical 
facilities and infrastructure (Tangibles), where this can be seen from the use of learning media facilities to support 
the process of training training participants and the complete training institution facilities make it easier for 
instructors finish the job. 

The survey results above show that the quality of service for vocational school teachers still needs to be 
improved and considering that the quality of teacher service is an important element related to achieving 
educational goals, the quality of teacher service is interesting to research. 

The aim of the research is to produce strategies and methods for improving the quality of vocational teacher 
services, namely by strengthening independent variables that have a positive influence on the quality of teacher 
services. These variables are Knowledge Management, Interpersonal Communication, Organizational Support, and 
Job Satisfaction. The optimal solution found is then used as a recommendation to related parties, namely teachers, 
school principals, school supervisors, school organizing institutions and education offices. 
 

1.1. Service Quality 
Service quality is a comparison between the quality received (perceived quality), after receiving the service, and 

the expected quality (expected quality), the service quality indicators are as follows: Reliability, namely consistency 
in providing services, Responsiveness, namely quick response in providing services, Assurance, namely 
guaranteeing the quality of services, Empathy, namely careful attention to customer needs, and Tangibles, the 
facilities, infrastructure and service facilities provided (Kotler, 2000). 

From various theories presented by Baines, Fill, & Page, (2011); Supranto, (2005:231); Tjiptono, (2005); 
Wyckof (2002); Hardiansyah (2011); Rambat & Hamdani, (2016:192); Usmara (2003:94) and (Ree, 2009:43-44). 

Manasa Nagabushanam (2013); Yaslioglu, Özaslan Çalışkan, and Şap (2013) and Rabaa'i and Gable (2012), can 
synthesize that Service Quality is the customer's perception of the comparison between fulfilling needs and desires. 
as well as the accuracy of delivery to balance customer expectations which are closely related to the quality of 
products, services and human resources. Service Quality indicators are as follows: 1) Ability to provide services as 
promised accurately and reliably (Reliability), 2) Delivery of clear information (Responsiveness), 3) Feeling of trust 
in the institution (Assurance), 4) Striving to understand consumer desires (Empathy), and 5) Appearance and 
capabilities of the Institution's physical facilities and infrastructure (Tangibles). 
 

1.2. Knowledge Management 
Marquardt, Michael J. (2012) Knowledge Management is the activity of an organization (organization 

members) in collecting, organizing, storing, transferring and using knowledge and experience inside and outside 
the organization. Dimensions include: 1) Collecting: gathering knowledge; 2) Storing: documentation and storage 
of knowledge; 3) Transfer among members: exchange and transfer of knowledge between members of the 
organization; 4) Application: application of knowledge in work; and 5) Distribution / Dissemination: distribution of 
knowledge that has been successfully applied. 

From various theories presented by Murray, E. Jennex. (2008); Hilmi Aulawi, et.all. (2009); Leung, Chan, et.all. 
(2013) and E. Kusumadmo. (2013) it can be synthesized that Knowledge Management is an individual's activity in 
accessing, collecting, storing, processing, utilizing and developing personal knowledge to support the progress of 
himself and the organization. Indicators: 1) Acquisition of knowledge, 2) Collection of knowledge, 3) Storage of 
knowledge, 4) Processing of knowledge into new knowledge, 5) Utilization/application of knowledge, and 6) 
Sharing and distribution of knowledge 
 

1.3. Interpersonal Communication 
Stephen W. Littlejohn & Karen A foss (2018) Communication (in Interpersonal terms) is the verbal exchange 

of thoughts or ideas. Interpersonal communication can take place effectively, if there are several aspects that must 
be paid attention to by the perpetrators of interpersonal communication. Aspects in interpersonal communication 
are: Openness, Empathy, Supportive Attitude, Positive Attitude and Equality. 

From various theories presented by John R. Schermerhorn, et. al. (2017); Amit Kumar Singh, (2014); John R. 
Schermerhorn, et. al. (2011); John R. Schermerhorn, Jr., James G. Hunt. (2011) and Fred Luthans, (2016) it can be 
synthesized that interpersonal communication is the activity of sending and receiving messages reciprocally carried 
out by individuals who have close relationships to achieve the desired goals in the organization with indicators: 1). 
Openness, 2) Equality, 3) Empathy, 4) Positivity, and 5) Supportiveness 
 

1.4. Organizational Support 
Organizational support is the degree to which employees believe the organization values their contributions 

and cares about their welfare. Indicators of organizational support are as follows: Fair appreciation for employee 
contributions, care for their welfare, and supportive supervision (Robbins & Judge, 2013). 



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From various theories presented by Salehzadeh, Asadi, Khazaei Pool, Reza Ansari, and Haroni (2014); Baran, 
Shanock, and Miller (2012); Colquitt, LePine, & Wesson, (2015); Zagenczck , Gibney, Few, and Scott (2011); 
George and Jones (2012); Rhoades and Eisenberger (2002); Nancy Langton and Stephen P. Robbins (2007); Pohl, 
Battistelli, and Librecht (2013); Rhoades & Eisenberger, (2002); Baran et al. (2012), it can be synthesized that 
organizational support is the level of employee confidence in the workplace organization which provides justice, 
respects contributions, pays attention to welfare, provides recognition of employee values, and provides guaranteed 
working conditions to employees. Indicators of Organizational Support are as follows: 1) Providing justice 
(Fairness), 2) Leadership support (Supervisor Support), 3) Awards from the organization (Organizational 
Rewards), and 4) Working Conditions (Job Conditions) 
 

1.5. Job satisfaction 
According to Gibson, John, James, and Robert (2006) job satisfaction is an individual's attitude towards his 

work, which originates from his perception of his work. Indicators of job satisfaction are as follows: Pay (salary, 
wages, honorarium, etc.), Job (work conditions: facilities, challenges, position requirements), Promotion 
opportunities (opportunities for promotion, career development, status improvement), Supervisor (Superior 
supervision , superior-subordinate relationships), and Co-Workers (colleagues, teamwork, etc.) 

From various theories presented by Colquitt et al., (2015); Robbins (2006) and As'ad, (2015). Hasibuan (2001); 
Davis (2005); Mangkunegara (2004); Mathis & Jackson, (2006); Kuswadi (2005); Martoyo (2012) and Handoko 
(2010), it can be synthesized that Job satisfaction is an individual's attitude that reflects pleasant or unpleasant 
feelings towards his work, or experiences, which originate from his perception of his work and the income he 
receives. Indicators of job satisfaction are as follows: 1). Salary (Pay), 2). Conditions of employment (Job), 3). 
Promotion opportunities (Promotion opportunities), 4). Supervision (Supervisor), and 5). Co-workers (Co-workers). 
 

2. Sitorem 
SITOREM is an abbreviation for "Scientific Identification Theory to Conduct Operation Research in Education 

Management", which can generally be interpreted as a scientific method used to identify variables (theory) to carry 
out "Operation Research" in the field of Education Management (Soewarto Hardhienata, 2017). 

In the context of Correlational and Path Analysis research, SITOREM is used as a method to carry out: 1). 
Identify the strength of the relationship between the Independent Variable and the Dependent Variable, 2) Analysis 
of the value of the research results for each indicator of the research variable, and 3) Analysis of the weight of each 
indicator for each research variable based on the criteria "Cost, Benefit, Urgency and Importance". 

Based on identifying the strength of the relationship between research variables, and based on the weight of 
each indicator of the independent variable that has the greatest contribution, a priority order of indicators that need 
to be immediately improved and those that need to be maintained can be arranged. Analysis of research result 
values for each research variable indicator is calculated from the average score for each indicator of each research 
variable. The average score for each indicator is a description of the actual condition of these indicators from the 
point of view of the research subjects. 
 

3. Methods 
As explained above, this research aims to find ways to improve the service quality of vocational high school 

teachers through research on the strength of influence between teacher service quality as the dependent variable 
and knowledge management, interpersonal communication, organizational support and job satisfaction. as the 
independent variable. The research method used is a survey method with a path analysis test approach to test 
statistical hypotheses and the SITOREM method for indicator analysis to determine optimal solutions for 
improving teacher service quality. 

The research was carried out on foundation permanent teachers (GTY) of PGRI Vocational High Schools 
(SMK) in Bogor Regency with a teacher population of 289 people, with a sample of 168 teachers calculated using 
the Slovin formula taken from Umar. 

Data collection in this research used research instruments in the form of questionnaires which were distributed 
to teachers as research respondents. The research instrument items are derived from the research indicators whose 
conditions will be explored. Before being distributed to respondents, the research instrument was first tested to 
determine its validity and reliability. The validity test was carried out using the Pearson Product Moment 
technique, while for the reliability test a calculation was used using the Cronbach's Alpha formula. After the data is 
collected, homogeneity tests, normality tests, linearity tests, simple correlation analysis, coefficient of 
determination analysis, partial correlation analysis, and statistical hypothesis testing are then carried out. 

SITOREM stands for "Scientific Identification Theory to Conduct Operation Research in Education 
Management", which can generally be interpreted as a scientific method used to identify variables (theories) to 
conduct "Operation Research" in the field of Education Management (Soewarto Hardhienata, 2017). In the context 
of Correlation and Path Analysis research, SITOREM is used as a method to conduct: 1). Identifying the strength 
of the relationship between Independent Variables and Dependent Variables, 2) Analysis of the value of research 
results for each research variable indicator, and 3) Analysis of the weight of each indicator for each research 
variable based on the criteria of "Cost, Benefit, Urgency and Importance". 

Next, indicator analysis was carried out using the SITOREM method from Hardhienata to determine the 
priority order for improving indicators as a recommendation to related parties as a result of this research. In 
determining the priority order for handling indicators, SITOREM uses three criteria, namely (1) the strength of 
the relationship between variables obtained from hypothesis testing, (2) the priority order for handling indicators 
resulting from expert assessments, and (3) the indicator value obtained from data calculations. obtained from the 
answers of research respondents. 



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Figure 1. Quantitative Research Stages. 

 
In short, this research design consists of two major stages, namely: 
a) This research consists of quantitative research to prove the research hypothesis 
b) Verifying the results of quantitative research through SITOREM analysis, as in the research steps in the 

image below. 
 

 
Figure 2. Path Analysis research design and SITOREM analysis. 

 
Based on the identification of the strength of the relationship between research variables, and based on the 

weight of each independent variable indicator that has the greatest contribution, a priority order of indicators that 
need to be improved immediately and those that need to be maintained can be arranged. The analysis of the 
research result value of each research variable indicator is calculated from the average score of each indicator of 
each research variable. The average score of each indicator is a picture of the actual condition of the indicators seen 
from the perspective of the research subject. 
 



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Figure 3. Research Constellation. 

 

X1 :   Knowledge Management 

X2 :   Interpersonal Communication 

X3 :   Organizational Support 

Y :   Job Satisfaction 

Z :   Service Quality 
 

4. Result and Discussion 
Based on the results of the analysis of statistical descriptions for research variables, symptoms of central data 

can be revealed as listed in the following table: 
 

Table 1. Summary of statistical description of research variables. 

Description 
Knowledge 

management 
(X1) 

Interpersonal 
communication 

(X2) 

Organizational 
support 

(X3) 

Job 
satisfaction 

(Y) 

Service 
quality 

(Z) 

Mean 121.05 126.75 122.91 122.80 126.28 

Standard error 1.21728 1.75046 1.19771 1.77186 1.25326 
Median 124 134 126.5 130 130 
Mode 121 150 130 149 136 
Stand deviation 16.6906 24.001 16.4221 24.2945 17.1838 
Sample variance 278.575 576.049 269.687 590.223 295.284 
Kurtosis 0.58266 1.64903 1.64832 0.5498 0.85695 
Skewness  -0.9844 -1.4904 -1.3927 -0.7772 -1.0468 
Range 70 101 81 101 77 
Minimum score 74 52 64 59 75 
Maximum score 144 153 145 160 152 

 

4.1. Normality Test 
Based on the overall calculation results of the error normality test in this study, it can be seen in the summary 

in the following table: 
 

Table 2. Estimated standard error normality test. 

Estimate error n LCount 
Ltable 

Decision 
α = 0,05 α = 0,01 

z – Ŷ1 168 0.009 0.065 0.075 Normality 

z – Ŷ2 168 0.012 0.065 0.075 Normality 

z – Ŷ3 168 0.010 0.065 0.075 Normality 

z – Ŷ4 168 0.008 0.065 0.075 Normality 

y – X1 168 0.011 0.065 0.075 Normality 

y – X2 168 0.010 0.065 0.075 Normality 

y – X3 168 0.012 0.065 0.075 Normality 
Note:  Normal distribution requirements : Lcount < Ltable 

 

4.2. Homogeneity Test 
Based on the overall calculation results of the error normality test in this study, it can be seen in the summary 

in the following table: 
 
 
 

 



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Table 3. Summary of data variance homogeneity test. 

Grouping X2
hitung 

X2
tabel 

Decision 
α = 0.05 

z on the basis of X1 3714.91 6132.59 Homogenity 
z on the basis of X2 3823.33 7288.01 Homogenity 
z on the basis of X3 4592.84 8451.28 Homogenity 
z on the basis of y 4613.17 6192.48 Homogenity 
y on the basis of X1 3710.50 6132.59 Homogenity 
y on the basis of  X2 4469.28 7288.01 Homogenity 
y on the basis of X3 4912.17 7288.01 Homogenity 

Note:  Homogeneous population requirement χ2 count < χ2 table 

 

4.3. Regression Model Test 
The overall calculation results of the regression model in this research can be seen in the summary in the 

following table: 
 

Table 4. Regression model. 

Relationship model between variables Regression model Significance test results 

z on x1 ŷ = 39.508 + 0.645X1 Significant 

z on x2 ŷ = 54.744 + 0.523X2 Significant 

z on x3 ŷ = 58.693 + 0.533X3 Significant 

z on y ŷ = 39.508 + 0.645X1 Significant 

y on x1 ŷ = 62.423 + 0.447X2 Significant 

y on x2 ŷ = 72.122 + 0.382X3 Significant 

y on x3 ŷ = 46.152 + 0.577X5 Significant 

z on x1 through y ŷ = 46.77 + 0.30X2 + 0.26X5 Significant 

z on x2 through y ŷ = 34.12 + 0.37X1 + 0.33X4 Significant 

z on x3 through y ŷ = 51.45 + 0.34X2 + 0.20X4 Significant 

 

4.4. Regression Model Significance Test 
The overall calculation results of the linearity test of the regression model in this study can be seen in the 

summary in the following table: 
 

Table 5. Summary of regression model significance test results (F Test). 

Relationship model between variables Sig. α Significance test results 

z on x1 0.000b 0.005 Significant 

z on x2 0.000b 0.005 Significant 

z on x3 0.000b 0.005 Significant 

z on y 0.000b 0.005 Significant 

y on x1 0.000b 0.005 Significant 

y on x2 0.000b 0.005 Significant 

y on x3 0.000b 0.005 Significant 

z on x1 through y 0.000b 0.005 Significant 

z on x2 through y 0.000b 0.005 Significant 

z on x3 through y 0.000b 0.005 Significant 
Note:  Significant Terms:  Sig < α 

 

4.5. Linearity Test 
The overall calculation results of the linearity test of the regression model in this study can be seen in the 

summary in the following table: 
 

Table 6. Summary of the results of the linearity test of the regression model (t-Test). 

Relationship model between variables Sig. α Linearity pattern test results 

z atas x1 0.000 0.005 Linier 

z atas x2 0.000 0.005 Linier 

z atas x3 0.000 0.005 Linier 

z atas y 0.000 0.005 Linier 

y atas x1 0.000 0.005 Linier 

y atas x2 0.000 0.005 Linier 

y atas x3 0.000 0.005 Linier 

z atas x1 melalui y 0.000 0.005 Linier 

z atas x2 melalui y 0.000 0.005 Linier 

z atas x3 melalui y 0.000 0.005 Linier 
Note:  Linear Terms:  Sig < α. 

 
4.6. Multicollinearity Test 

Multicollinearity testing aims to determine whether the regression model found any correlation between 
independent variables or independent variables. Testing uses the Spearman Test. The effect of this 
multicollinearity is that it causes high variability in the sample. This means that the standard error is large, as a 
result, when the coefficient is tested, tcount will be a smaller value than ttable. The overall calculation results of the 
multicollinearity test are as follows: 



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Table 7. Summary of multicollinearity test. 

Independent variable Tolerance VIF Precondition Decision 

Knowledge management 
(X1) 

0.227 4.408 
H0  :     VIF < 10, there is no 

multicollinearity 
H1 :     VIF > 10, there is multicollinearity 

Ho accepted 
There is no 
multicollinearity 

Interpersonal 
communication (X2) 

0.203 5.803 
H0  :     VIF < 10, there is no 

multicollinearity 
H1 :     VIF > 10, there is multicollinearity 

Ho accepted 
There is no 
multicollinearity 

Organizational support 
(X3) 

0.225 4.449 
H0  :     VIF < 10, there is no 

multicollinearity 
H1 :     VIF > 10, there is multicollinearity 

Ho accepted 
There is no 
multicollinearity 

Job satisfaction (Y) 0.213 4.692 
H0  :     VIF < 10, there is no 

multicollinearity 
H1 :     VIF > 10, there is multicollinearity 

Ho accepted 
There is no 
multicollinearity 

 

4.7. Heteroscedasticity Test 
In this research, to test whether there is heteroscedasticity using the Glejser Test where if the significant value 

is <0.05 then heteroscedasticity occurs, if on the contrary the significance value is ≥ 0.05 then homoscedasticity 
occurs. The overall calculation results of the heteroscedasticity test in this study can be seen in the summary in the 
following table: 
 

Table 8. Summary of Heteroscedacity Test. 

Independent variable Sig. α Precondition Decision 

Knowledge management 
(X1) 

0.000 0.05 
H0  :  sig < 0,05  then there is no heteroscedasticity. 
H1  :  sig ≥ 0,05  then there is heteroscedasticity. 

Ho accepted 
There is no 
heteroscedasticity 

Interpersonal 
communication (X2) 

0.000 0.05 
H0  :  sig < 0,05  then there is no heteroscedasticity. 
H1  :  sig ≥ 0,05  then there is heteroscedasticity. 

Ho accepted 
There is no 
heteroscedasticity 

Organizational support 
(X3) 

0.000 0.05 
H0  :  sig < 0,05  then there is no heteroscedasticity. 
H1  :  sig ≥ 0,05  then there is heteroscedasticity. 

Ho accepted 
There is no 
heteroscedasticity 

Job satisfaction (Y) 0.000 0.05 
H0  :  sig < 0,05  then there is no heteroscedasticity. 
H1  :  sig ≥ 0,05  then there is heteroscedasticity. 

Ho accepted 
There is no 
heteroscedasticity 

 

4.8. Path Analisis 
 

 
Figure 4. Research constellation 

 
X1 :   Knowledge Management 
X2 :   Interpersonal Communication 
X3 :   Organizational Support 
Y :   Job Satisfaction 
Z :   Service Quality 

 



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The influence between the independent variable and the dependent variable when viewed from path analysis, 
then this relationship is a functional relationship where Teacher Service Quality (Z) is formed as a result of the 
working of the Knowledge Management (X1), Interpersonal Communication (X2), Organizational Support (X3) 
functions. and Job Satisfaction (Y). Discussion of research results can be described as follows: 
 

 
 
 

Table 9. Research Hypothesis. 

Hypotesis Path Statistic test Decision Conclusion 

Knowledge Management (X1) on Teacher 
Service Quality (Z) 

0.204 
H0 : βz1 ≤ 0 

H1 : βz1 > 0 

H0 is rejected 
H1 is accepted 

Direct Positive Influence 

Interpersonal Communication (X2) on 
Teacher Service Quality (Z) 

0.272 
H0 : βz2 ≤ 0 

H1 : βz2 > 0 

H0 is rejected 
H1 is accepted 

Direct Positive Influence 

Organizational Support (X3) for Teacher 
Service Quality (Z) 

0.312 
H0 : βz3 ≤ 0 

H1 : βz3 > 0 

H0 is rejected 
H1 is accepted 

Direct Positive Influence 

Job Satisfaction (Y) on Teacher Service 
Quality (Z) 

0.203 
H0 : βY ≤ 0 

H1 : βY > 0 

H0 is rejected 
H1 is accepted 

Direct Positive Influence 

Knowledge Management (X1) on Job 
Satisfaction (Y) 

0.337 
H0 : βz1 ≤ 0 

H1 : βz1 > 0 

H0 is rejected 
H1 is accepted 

Direct Positive Influence 

Interpersonal Communication (X2) on Job 
Satisfaction (Y) 

0.313 
H0 : βz2 ≤ 0 

H1 : βz2 > 0 

H0 is rejected 
H1 is accepted 

Direct Positive Influence 

Organizational Support (X3) on Job 
Satisfaction (Y) 

0.342 
H0 : βz3 ≤ 0 

H1 : βz3 > 0 

H0 is rejected 
H1 is accepted 

Direct Positive Influence 

Knowledge Management (X1) on Teacher 
Service Quality (Z) through Job Satisfaction 
(Y) 

0.069 
H0 : βxY1 ≤ 0 

H1 : βxY1 > 0 

H0 is rejected 
H1 is accepted 

Indirect Positive 
Influence 

Interpersonal Communication (X2) on 
Teacher Service Quality (Z) through Job 
Satisfaction (Y) 

0.085 
H0 : βxY2 ≤ 0 

H1 : βxY2 > 0 

H0 is rejected 
H1 is accepted 

Indirect Positive 
Influence 

Organizational Support (X3) on Teacher 
Service Quality (Z) through Job Satisfaction 
(Y) 

0.107 
H0 : βxY3 ≤ 0 

H1 : βxY3 > 0 

H0 is rejected 
H1 is accepted 

Indirect Positive 
Influence 

 

4.9. Indirect Effect Test 
The indirect effect test is used to test the effectiveness of the intervening variable which mediates the 

independent variable and the dependent variable. The results of the indirect influence test are as follows: 
 

Table 10. Research Hypothesis. 

Indirect Influence Zcount Ztable Decision Conclusion 

Knowledge management (X1) on teacher service quality (Z) 
through job satisfaction (Y) 

4.860 1.966 
H0 is rejected 
H1 is accepted 

Proven to 
mediate 

Interpersonal communication (X2) on teacher service quality 
(Z) through job satisfaction (Y) 

4.678 1.966 
H0 is rejected 
H1 is accepted 

Proven to 
mediate 

Organizational support (X3) on Teacher service quality (Z) 
through job satisfaction (Y) 

4.608 1.966 
H0 is rejected 
H1 is accepted 

Proven to 
mediate 

 

4.10. Optimal Solution for Strengthening the Quality of Teacher Services 
Based on the results of statistical hypothesis testing, determining indicator priorities, and calculating indicator 

values as described above, a recapitulation of research results can be made which is the optimal solution for 
strengthening Teacher Service Quality as follows: 
 

Table 11. SITOREM Analysis. 

Knowledge management (βy1 = 0,204) (rangk.III) 

Indicator in initial state Indicator after Weighting by Expert Indicator value 
1 Knowledge acquisition 1st Knowledge Acquisition (23.17%) 3.88 
2 Knowledge gathering 2nd Utilization of knowledge (22.54%) 4.10 

3 Knowledge storage 3rd 
Sharing and distribution of knowledge 
(20.96%) 

4.00 

4 Processing knowledge into new knowledge 4th 
Processing knowledge into new knowledge 
(18.12%) 

3.61 

5 Sharing and distribution of knowledge 5th Knowledge Gathering (15.21%) 3.60 
6 Utilization of knowledge 6th Knowledge Storage (14.21%) 3.60 

Komunikasi Interpersonal (βy2 = 0,272) (rangk.II) 
Indicator in Initial State Indicator after Weighting by Expert Indicator value 
1 Emphaty 1st Opennes (26.67%) 3.57 
2 Equility 2nd Equility (25.07%) 4.02 
3 Opennes 3rd Emphaty (24.88%) 3.68 
4 Possitiveness 4th Possitiveness (23.38%) 3.74 
5 Supportiveness 5th Supportiveness (21.38%) 3.74 

Dukungan Organisasi (βy3 = 0,312) (rangk.I) 
Indicator in Initial State Indicator after Weighting by Expert Indicator value 
1 Fairness 1st Fairness (21.45%) 3.82 
2 Job Conditions 2nd Supervisor Support (20.24%) 3.84 



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3 Organizational Rewards  3rd Organizational Rewards (19.78%) 3.92 
4 Supervisor Support  4th Job Conditions (19.64%) 4.04 

Kepuasan Kerja  (Y) (βy4 = 0,203) (rank.IV) 

Indicator in Initial State Indicator after Weighting by Expert Indicator value 

1 Co- workers 1st Pay  (16.95%) 3.85 

2 Job  2nd Job (16.36%) 4.11 

3 Pay  3rd Promotion Opportunities (14.31%) 3.65 

4 Promotion opportunities  4th Supervisor (13.78%) 4.03 

5 Supervisor  5th Co- Workers (13.73%) 3.78 

Kualitas Layanan guru 
Indicator in initial state Indicator after Weighting by Expert Indicator value 
1 Assurance 1st Reliability (18.48%) 3.78 
2 Empathy 2nd Responsiveness (17.93%) 3.85 
3 Reliability 3rd Assurance (16.77%) 4.10 
4 Responsiveness 4th Empathy (16.77%) 3.76 
Sitorem analysis result 
Priority order of indicator to be strengthened Indicator remain to be maintained 
1st Fairness  1. Job Conditions 
2nd Supervisor support  2. Equility 
3rd Organizational rewards  3. Utilization of knowledge 
4th Opennes 4. Sharing and distribution of knowl 
5th Emphaty  5. Job 

6th Possitiveness  6. Supervisor 
7th Supportiveness  7. Assurance 
8th Knowledge acquisition 

 

9th 
Processing knowledge into new 
knowledge  

10th Knowledge gathering  
11th Knowledge storage  
12th Pay 
13th Promotion opportunities 
14th Co- workers 
15th Reliability  
16th Responsiveness  
17th Empathy  

 

5. Conclusions, Implications and Suggestions 
Based on the results of the analysis, discussion of research results and hypotheses that have been tested, it can 

be concluded as follows: 
1. Strengthening the Quality of Teacher Services can be done by using a variable development strategy that has 

a positive effect on the Quality of Teacher Services. 
2. Variables that have a positive influence on Teacher Service Quality are Knowledge Management, 

Interpersonal Communication, Organizational Support and Job Satisfaction. This was proven from the results 
of variable analysis using the Path Analysis method. 

3. The way to strengthen the quality of teacher services is to improve indicators that are still weak and maintain 
good indicators for each research variable. 

Based on the research conclusions above, the following implications can be drawn in this research: 
1. If the quality of teacher services is to be strengthened, it is necessary to develop Knowledge Management, 

Interpersonal Communication and Organizational Support as exogenous variables with Job Satisfaction as an 
intervening variable. 

2. If Knowledge Management is to be developed, it is necessary to improve indicators that are still weak, namely: 
Knowledge Acquisition, Processing knowledge into new knowledge, Knowledge Gathering, and Knowledge 
Storage as well as maintaining or developing indicators: Utilization of knowledge and Sharing and 
distribution of knowledge. 

3. If Interpersonal Communication is to be developed, it is necessary to improve the indicators that are still weak, 
namely, Openness, Empathy, Possitiveness and Supportiveness, as well as maintaining or developing the 
indicator: Equity. 

4. If Organizational Support is to be developed, it is necessary to improve the weak indicators, namely: Fairness, 
Supervisor Support and Organizational Rewards, as well as maintaining or developing the indicator: Job 
Conditions. 

5. If Job Satisfaction is to be increased, it is necessary to improve the weak indicators, namely Pay, Promotion 
Opportunities and Co-Workers, as well as maintaining or developing the indicators: Job and Supervisor. 

Suggestions or recommendations that can be given to related parties are as follows: 
1. School principals need to improve the quality of teacher services by developing Knowledge Management, 

Interpersonal Communication, Organizational Support and Job Satisfaction. by improving: Reliability, 
Responsiveness and Empathy as well as by maintaining Assurance 

2. The Ministry of Education, Culture, Research and Technology (Kemdikbudristek) and school organizing 
institutions need to develop teachers in strengthening the quality of teacher services by providing appropriate 
direction to strengthen the development of Knowledge Management, Interpersonal Communication, 
Organizational Support and Job Satisfaction in accordance with the results of this research. 

 

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