ISC Paper Template in A4 (V1) Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 110 Journal of Education, Teaching, and Learning is licensed under A Creative Commons Attribution-Non Commercial 4.0 International License. THE INCREASE OF TEACHER'S COMMITMENT TO THE ORGANISATION THROUGH SERVANT LEADERSHIP REINFORCEMENT OF THE PRINCIPAL AND JOB SATISFACTION Sutji Harijanto1), B. Dwi Yuniar Rahmawaty2) Muhammad Entang3) 1) Pakuan University, Indonesia E-mail: sutjihar@unpak.ac.id 2) Pakuan University, Indonesia E-mail: bdwiyuniarr@gmail.com 1) Pakuan University, Indonesia E-mail: muhamadentang@yahoo.com Abstract. The purpose of this study is to empirically determine the improvement of teacher's commitment to the organisation by observing its connection with servant leadership of the principal and job satisfaction, with respondents being Permanent Teachers of the Foundation (GTY) of Private Junior High School in Cibinong District, Bogor Regency. The number of research samples of 183 teachers was taken randomly using the proportional random sampling technique. The method used was the correlation method. Hypothesis testing was carried out using parametric statistical analysis in simple and multiple linear regression analysis, simple and multiple correlation analysis, and partial analysis with a significance level of = 0.01 and = 0.05. This study resulted in four conclusions. First, there is a significant positive correlation between servant leadership (X1) and teacher's commitment to the organisation (Y), which is indicated by a simple linear regression equation Ŷ = 63.094 + 0,501X1. with correlation coefficient ry1 = 0.73, coefficient of determination Ry1 2 = 0.5361. Second, there is a very significant positive correlation between job satisfaction (X2) and teacher’s commitment to the organization (Y) which is indicated by the linear regression equation Ŷ = 56.35 + 0.552X2 with correlation coefficient ry2 = 0.66, coefficient of determination Ry2 2 = 0,4343. Third, there is a significant positive correlation between servant leadership and job satisfaction collectively with the teacher's commitment to the organisation, which is indicated by the equation Ŷ = 35.50 + 0.372X1 + 0.34X2 with a correlation coefficient ry.12 = 0.81 and coefficient of determination Ry.12 2= 0.665. Fourth, commitment to the organisation of GTY's Private Junior High School in Cibinong District, Bogor Regency can be enhanced through strengthening servant leadership and job satisfaction. Keywords: Organisational Commitment; Servant Leadership; Job Satisfaction I. INTRODUCTION Commitment to the organisation can be formed due to several factors, both external and internal sources. A strong commitment will prompt organisational members' behaviour changes according to the organisation's goals. Organisational members will rarely "be absent", and the most important thing is that work productivity results are high. The members' strong commitment to the organisation can be observed through indications of members high participation in organisational activities and development as well as the amount of loyalty and responsibility of members to their work; thus, members of the organisation will do their job to the best of their ability solely to achieve organisational goals. That is why members' commitment to the organisation can be recognised from work activities and work results. The teacher shows the teacher's commitment to the task through the tendency and willingness to carry out their duties and functions with high responsibility actively. Teachers with good task commitments will attempt to carry out their duties and responsibilities properly to the end. As a form of commitment to his/her duties, a teacher is always involved in school activities. If the teacher's commitment is low, the process of achieving student learning outcomes will be disrupted. http://creativecommons.org/licenses/by-nc/4.0/ mailto:sutjihar@unpak.ac.id mailto:bdwiyuniarr@gmail.com mailto:muhamadentang@yahoo.com Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 111 The teacher's commitment to the organisation is shown when a teacher performs his/her teaching duties and also his/her duties as part of the school organisation. A teacher is said to be a professional who must have a high organisational commitment, characterised by a strong desire to remain a member of the organisation, accept the organisation's goals, and strive to advance the organisation. School is an organisation required to produce students who can live and compete in society. In this effort, schools are required to provide knowledge and skills to students. Educating and teaching becomes an inseparable part of the routine of a teacher as part of the school organisation. Referring to the results of an initial survey conducted by the researcher on 01-03 February 2020 with 30 GTY respondents at an A-accredited private junior high school in Cibinong District, Bogor Regency, resulting in facts about teacher creativity as follows: TABLE 1 FACTS ON TEACHERS' LOW COMMITMENT NO Indicators of Teachers Creativity Percentage 1. Current working conditions 38% 2. Meeting expectations 33% 3. Benefits received 30% 4. Individual Values 42% 5. Reason of obligation 35% Observing at the table above, it is apparent that the commitment of teachers in schools is problematic, including 1) 38% of teachers are not optimal in their current working conditions, 2) 33% of teachers are not optimal in meeting expectations, 3) 30% of teachers are not optimal in the benefits received, 4 ) 42% of teachers are not optimal regarding individual values, and 5) 35% of teachers are not optimal in terms of the obligation. Thus, the realisation in the field is that many teachers are still not optimal in carrying out their work commitments. The objectives of this study are: 1) to determine the strength of the correlation between servant leadership and organisational commitment, 2) to determine the strength of the correlation between job satisfaction and organisational commitment, 3) to determine the strength of the correlation between servant leadership and job satisfaction collectively with organisational commitment, and 4) to determine the increase in commitment to the organisation through strengthening servant leadership and job satisfaction With the consideration of these conditions, it is necessary to analyse the various variables that also affect the quality of education, especially in terms of teacher creativity. This is why the author is interested in conducting research with the title: The Increase Of Teacher's commitment To The Organization Through Servant Leadership Reinforcement Of The Principal And Job Satisfaction of GTY at A-Accredited Private Junior High School in Cibinong District, Bogor Regency. The theory of experts on commitment, including Colquitt, Lepine, and Wesson (2011: 69-78), explains that commitment to the organisation is the individual's desire to remain a member of the organisation. Commitment to the organisation is one of the determining factors whether he/she is willing to remain a member of the organisation or tries to leave (looking for work in other organisations). According to Dharma (2019: 348–362), Organisational commitment refers to the bond of power that drives individuals towards certain actions to achieve certain goals. Another opinion according to Adiapsari (2012: 8) states that if employees have organisational commitment, they will show a willingness to work hard to achieve organisational goals and have a strong desire to work and remain in the institution where they work individually through the work environment. According to Arniansyah, Gita Widya Laksmini Soerjoatmodjo (2018: 2- 3), there are two types of organisational commitment, i.e. affective commitment and continuance commitment. Affective commitment is the emotional attachment, identification, and involvement of employees in a particular organisation. Danish et al. (2015: 102-109) explains that "Organisational commitment can be defined as optimistic moods of identification with, affection to and engrossment in the work of the organisation, a sense of responsibility to the organisation and the level to which employee's sense attachment to the organisation when they reflect the price of departure from the organisation." From the statement above, commitment is an identification of an optimistic mood with compassion and concern in the work of the organisation, a sense of responsibility towards the organisation, and the degree to which employees' sense of attachment to the organisation reflects the price of moving/resigning/leaving the organisation. Quoted from Salim Musabah Bakhit Al Zefeiti, Noor Azmi Mohamad (2017:13-14), organisational commitment is one of the approaches that can lead to high performance. Employees committed to their organisation are more likely to perform better than less committed employees because they put more effort on behalf of the organisation towards its success and strive to achieve its goals and mission. Griffin (2013: 454), commitment to the organisation is employees' behaviour that reflects their attachment to the organisation. Kreitner and Kinicki (2010:166), commitment to the organisation is a committed individual who is expected to show a desire to work harder to achieve organisational goals and a greater desire to remain working in an organisation. The same thing about organisational commitment was also expressed by Luthans (2011: 147); someone who is committed shows a willingness to work harder to achieve organisational goals and a great desire to continue working in the organisation. Gibson, Ivancevich, Donelly, and Konopaske (2012: 182), "... a sense of identification with organisation goals, a feeling of involvement in organisational duties, and a feeling of loyalty for the organisation". In organisational commitment, apart from being involved in carrying out tasks according to organisational goals, there is also loyalty to the organisation. According to Vania Claresta Prabowo and Roy Setiawan (2013:2-3), organisational commitment is a condition or degree to which an employee favours a particular Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 112 organisation with its goals and maintains membership within that organisation. Mowday (2017:10-11) explains that "Organisational commitment is 'the relative strength of an individual's identification with and involvement in a particular organisation'. (Organisational commitment is the 'relative strength of an individual's identification and involvement in a particular organisation'. Based on the theoretical explanation above, it can be synthesised that the teacher's commitment to the organisation is a teacher's desire to identify the teacher's involvement in the organisation to determine its goals and show loyalty to survive in an organisation. The measurement can be done through the following indicators: 1) current working conditions, 2) meeting expectations, 3) benefits received, 4) individual values, 5) reasons of obligation. While the operational definition of a teacher's commitment to the organisation is a teacher assessment to identify teacher involvement within the school in order to determine their goals and show their loyalty to survive in a school, which is measured by an instrument in the form of a questionnaire with indicators: 1) current working conditions, 2) meeting expectations, 3) benefits received, 4) individuals values, 5) reasons of obligation. Gary E. Robert (2015: 3-4) defines servant leadership as leader behaviour that has the main character attributes including moral integrity, empathy, humility, authenticity, trust, hope, courage, and forgiveness, and complementary attributes include empowerment, listening actively, setting goals and building relationships. Steven L. McShane (2018: 344) defines servant leadership as a leader who believes that leaders must serve followers, not the other way around; Leaders help employees meet the needs of followers; they are coaches, stewards, and facilitators of employee development. John M Ivancevich and Michael T Matteson (2013: 457) state that servant leadership refers to the behaviour of a leader who emphasises employee growth and service as the most important thing; leaders put the needs of others before their own needs. Nixon (2017:3) and Spears (2017:4) explain that servant leadership prioritises service and encourages good relationships by developing an atmosphere of dignity and respect, building community and teamwork, and listening to colleagues and employees. Irfanullah Khan et al. (2016: 1–8) state …… "the servant leader focuses on the followers' needs and helps them become more autonomous, freer and knowledgeable." In other words, servant leadership is a leader's behaviour that focuses on the needs of followers and assists them to become more independent and knowledgeable. Servant leadership has unique elements and distinguishes it from other types of leadership as stated by Kent (2016:12) that servant leadership has (1) a moral component, meaning that morals become an integral part of the identity of the leader and are transferred or transmitted to their subordinates or followers; (2) focus on service to followers or subordinates, meaning that the leader focuses to the development, improvement and achievement of subordinates' performance and not just for the benefit of the organisation; (3) attention to the success of all stakeholders, meaning that organisational leaders view that organisational success cannot be separated from all internal and external components related to the organisation such as employees, customers, business partners and the community; and (4) self-reflection, as an effort to avoid an arrogant leader profile. Leaders who carry the servant leadership model provide openness for all their members and the organisations they lead to participate actively and creatively and generate great motivation for their employees to work and involve their hearts in the organisation's mission and goals. Focht, Adam, and Michael Ponton (2015: pp 44-60) assert that servant leadership begins with a desire to provide services to individuals (followers) and then develops aspirations to direct individuals to certain goals. In other words, a leader's behaviour is based on the desire to serve and is driven by efforts to direct other individuals to certain goals. According to Spears (2019:140-141), servant leadership is a leader who prioritises service, beginning with the natural feeling of someone who wants to serve and prioritise service. Furthermore, consciously, this choice brings aspirations and encouragement in leading others." Based on the theoretical description above, it can be synthesised that servant leadership is a leader's behaviour originating from sincere feelings that arise from the heart to serve, placing the needs of followers as a priority, getting things done along with the others, and helping others in achieving a common goal. Factors that influence the existence of servant leadership include: 1) Altruistic calling (desire to help), 2) Emotional healing, 3) humility (low self- esteem), 4) trust, 5) listening (good listeners), 6 ) service, 7) vision. While the operational definition of servant leadership is the teacher's assessment of the principal's behaviour arising from sincere feelings that emerge from the heart to serve, placing the needs of followers as a priority, getting things done with the others, and helping others in achieving a common goal, which is measured by an instrument in the form of a questionnaire with indicators: 1) Altruistic calling (desire to help), 2) Emotional healing 3) humility (humble) 4) trust 5) listening (good listener) 6) service 7) vision. Colquitt, Lepine, and Wesson (2011: 104-126) suggest that job satisfaction is an individual's emotional condition arising from assessing his/her work or experiences at work. Howel and Robert (2010: 98) explain that job satisfaction is the overall result of how employees like or dislike various aspects of their work. Robbins and Judge (2018:2) explain that job satisfaction is a good and positive feeling regarding work resulting from evaluating its characteristics. If someone considers he/she obtains high job satisfaction, he/she will have positive feelings towards his/her job, while someone who experiences low job satisfaction will obtain negative feelings. Marihot Tua Effendi Hariandja (2018:211-226) explains that job satisfaction is the extent to which individuals feel positively or negatively toward various factors or Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 113 dimensions of the tasks in their work., that working is not just doing work, but is also related to other aspects such as interactions with coworkers, superiors, obeying rules, and certain work environments that are often inadequate or unfavourable. Sopiah (2008:170-172) explains that job satisfaction is a person's attitude and emotional response to work situations and conditions resulting from comparing what is expected with what is obtained from his/her work. Dr Meithiana Indrasari, ST, MM (2017:37), in the essay of her book, suggests that job satisfaction may be as pleasurable as a positive emotional state resulting from the appraisal of one's job or job experiences, a state resulting from the appraisal of one's job or job experiences, which means that job satisfaction is a positive emotional state or can please a person as a result of the results or assessment of one's work or experience during work. Based on the theoretical description above, it can be synthesised that job satisfaction is a positive feeling in carrying out various aspects of work, which results from evaluating its characteristics. The indicators that can affect job satisfaction are 1) salary; 2) work environment; 3) promotion; 4) supervision; 5) coworkers. While the operational definition of job satisfaction is the teacher's assessment of positive feelings in carrying out various aspects of work, which is the result of an evaluation of its characteristics, which is measured by an instrument in the form of a questionnaire with indicators of 1) salary; 2) work environment; 3) promotion; 4) supervision; 5) coworkers. II. METHODS This research uses a survey method with correlational techniques to determine whether the variables of servant leadership and job satisfaction positively correlate with teacher's commitment. The research was conducted on Permanent Teachers of the Foundation (GTY) of Private Junior High Schools with A-Accreditation in Cibinong District, Bogor Regency, in April 2020-October 2021, with a research population of 334 and a sample of 183 teachers. Sampling in each school was carried out using the proportional random sampling technique. The research data were analysed using descriptive and inferential statistics. Data analysis commenced with requirements analysis, i.e., normality test of estimated error and homogeneity of variance test then advanced with the determination of the regression equation, regression equation significance test, regression linearity, and hypothesis testing with correlation test using ANOVA table. The data results in the field will be classified by indicator; thus, they can be compared and analysed using the SITOREM method. III. RESULT AND DISCUSSION A. Teacher's commitment (Y) The teacher's commitment variable based on the results of the research score obtained by the respondents is presented in the statistical description as follows: TABLE 2 STATISTICS DESCRIPTION OF TEACHER’S COMMITMENT (Y) Criteria Value Mean 128,74 Standard Error 0,85 Median value 128 Frequently Appearing Values 129 Standard Deviation 11,60 Variant 134,57 Tailedness -0,37 Degree of inclination 0,22 Score Range 54 Lowest Value 101 Highest Value 155 Amount 23560 Amount of Data 183 The score of the teacher's commitment variable is based on the respondents' answers to the teacher commitment instrument items consisting of 36 statements that have a scale between 1 to 5. Based on the research data that has been carried out, it is known that the highest empirical score achieved by 183 respondents was 155. The lowest empirical score was 101. While the empirical average score was 128.74, the empirical range was 54, the empirical mean score was 128, the frequently occurs empirical mean score is 129, the empirical variance score is 134.57, and the empirical score of the standard deviation is 11.60. From the calculation results, the number of interval classes obtained is 8 with an interval of 7. The frequency distribution of teacher's commitment scores can be seen in table 2. TABLE 3 DATA FREQUENCY DISTRIBUTION OF TEACHER’S COMMITMENT (Y) Interval Class Absolute Frequency (fi) Percentage of Pi (%) 101-107 5 2,73 108-114 12 6,56 115-121 39 21,31 122-128 37 20,22 129-135 42 22,95 136-142 23 12,57 143-149 16 8,74 150-156 9 4,92 Amount 183 100% Based on the data presented in the table above, the distribution of teacher's commitment scores can be displayed in the histogram graph in Figure 1. Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 114 Figure 1. Data Frequency Histogram of Teacher's commitment (Y) The variable instrument of teacher's commitment to the organisation is the dependent variable which consists of 36 valid statements. The lowest theoretical score is 36 (one multiplied by 36), and the highest score is 180 (five is multiplied by 36). The result of the calculation of the theoretical median is (180 + 36)/2= 108. While the lowest empirical score is 101, and the highest empirical score is 155. The calculation result of the empirical median is = 128. Thus the empirical median is greater than the theoretical median. This indicates that the variable of teacher's commitment to the organisation in this study tends to be high. From the frequency distribution table, it can be explained that 90 people (49.18%) were classified into the category of having a high teacher commitment to the organisation, i.e. in the score range 129-156 people, 37 people (20.22%) were classified into the category of having moderate teacher commitment to the organisation which can be seen in the score range 122–128, and as many as 56 (30.06%) teachers were classified into the category of having low teacher commitment to the organisation which can be seen in the score range of 101-121. The data explanation shows that the percentage of teachers with low teacher commitment to the organisation and the number of teachers with moderate teacher commitment to the organisation is still considerably high at 50.82 (30.06% + 20.22%). B. Servant Leadership (X1) The serving leadership variable based on the results of the research score obtained by the respondents is presented in the statistical description as follows: TABLE 4 STATISTICS DESCRIPTION OF SERVANT LEADERSHIP (X1) Criteria Value Mean 130,98 Standard Error 1,25 Median value 129 Frequently Appearing Values 125 Standard Deviation 16,94 Variant 287,18 Tailedness -0,62 Degree of inclination 0,30 Score Range 73 Lowest Value 96 Highest Value 169 Amount 23970 Amount of Data 183 Table 4 shows that the highest empirical score achieved by 183 respondents is 169. The lowest empirical score is 96. While the empirical average score is 130.98, the empirical score range is 73, the empirical mean score is 129, the frequently appear empirical score is 125, the empirical variance score is 287.18, and the empirical score of the standard deviation is 16.94. From the calculation results, the number of interval classes obtained was 9 with an interval of 9. The frequency distribution of the servant leadership variable data can be observed in the following table: TABLE 5 DATA FREQUENCY DISTRIBUTION OF SERVANT LEADERSHIP (X1) Interval Class Absolute Frequency (fi) Relative Percentage (%) 96-104 7 3,83 105-113 24 13,11 114-122 30 16,39 123-131 40 21,86 132-140 29 15,85 141-149 22 12,02 150-158 19 10,38 159-167 9 4,92 168-176 3 1,64 Amount 121 100 % The frequency distribution of each interval as shown in the table above can be shown in the following histogram: 5 12 39 37 42 23 16 9 0 5 10 15 20 25 30 35 40 45 FQ teacher's commitment Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 115 Figure 2. Data Frequency Histogram of Servant Leadership (X1) The servant leadership variable instrument is an independent variable consisting of 35 valid statements. The lowest theoretical score is 35 (score of one multiplied by 35), and the highest score is 175 (score of five multiplied by 35). The calculation result of the theoretical median score is (175 + 35) /2 = 105). While the lowest empirical score is 96, and the highest empirical score is 169. The calculation result of the empirical median score is 129. This indicates that servant leadership in this research is high. From the frequency distribution table, it can be explained that 82 people (44.81%) were classified into the category of having high servant leadership, i.e. in the score range of 132- 176. As many as 40 people (21.86%) were classified into having moderate servant leadership, which can be seen in the score range of 123–131. In comparison, as many as 61 (33.33%) teachers were classified into having low servant leadership which can be seen in the score range of 96-122. The data explanation shows that the percentage of teachers with low servant leadership and the number of teachers with moderate servant leadership was still considerably high at 55.19 (33.33% + 21.86%). C. Job Satisfaction (X2) The job satisfaction variable based on the results of the research score obtained by the respondents is presented in the statistical description as follows: TABLE 6 STATISTICAL DESCRIPTION OF JOB SATISFACTION (X2) Criteria Value Mean 131,18 Standard Error 1,02 Median value 130 Frequently Appearing Values 129 Standard Deviation 13,85 Variant 191,92 Tailedness -0,32 Degree of inclination 0,05 Score Range 64 Lowest Value 100 Highest Value 164 Amount 24007 Amount of Data 183 The resulting score of the job satisfaction variable is based on respondents' answers to the job satisfaction instrument items consisting of 34 statement items with a scale between 1 to 5. The research data that has been carried out shows that the highest empirical value achieved by 183 respondents was 164. The lowest empirical value was 100. While the empirical mean was 131.18, the empirical value range was 64, the median empirical value was 130, the frequently appear empirical value was 129, the empirical variance value was 191.92, and the empirical value of the standard deviation was 13.85. The number of interval classes was 9 with an interval of 8. The frequency distribution of self- efficacy scores can be seen in table 7. TABLE 7 DATA FREQUENCY DISTRIBUTION OF JOB SATISFACTION (X2) Interval Class Absolute Frequency (fi) F Relative (%) 100-107 8 4,37 108-115 16 8,74 116-123 24 13,11 124-131 51 27,87 132-139 40 21,86 140-147 14 7,65 148-155 24 13,11 156-162 5 2,73 163-170 1 0,55 Total 183 100 % Based on the data presented in the table above, the distribution of job satisfaction scores can be displayed in the histogram graph in Figure 3 Figure 3. Data Frequency Histogram of Job Satisfaction (X2) The instrument consists of 34 items. The lowest theoretical value is 34 (score of one multiplied by 34), and the highest score is 170 (score of five multiplied by 34). The calculation result of the theoretical median value is (170 + 7 2 4 3 0 4 0 2 9 2 2 1 9 9 3 0 5 1 0 1 5 2 0 2 5 3 0 3 5 4 0 4 5 F Q Servant Leadership 8 1 6 2 4 5 1 4 0 1 4 2 4 5 1 0 1 0 2 0 3 0 4 0 5 0 6 0 F Q Kepuasan Kerja Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 116 34) /2 = 102). While the lowest empirical value is 100 and the highest empirical value is 164. The calculation result of the empirical median value is 130. This indicates that the principal's job satisfaction at the GTY of A-Accredited Private Junior High School in Cibinong District, Bogor Regency in this study is relatively high. TABLE 7 ANALYSIS OF VARIANCE (ANAVA) WITH REGRESSION EQUATION OF Ŷ= 63,094 + 0,501 X1 From the frequency distribution table, it can be explained that 84 people (45.9%) rated high job satisfaction, i.e. in the score range of 132-170, as many as 51 people (27.87%) rated moderate job satisfaction, which can be seen in the score range of 124– 131, and as many as 48 (26.22%) teachers rated low job satisfaction which can be seen in the score range of 100-123. The data explanation shows that the percentage of teachers who rated moderate job satisfaction and the number of teachers who rated moderate job satisfaction was still considerably high at 60.32 (29.75% + 30.57%). Positive Correlation between Servant Leadership (X1) and Teacher's Commitment (Y) The results confirmed that there was a positive and significant correlation between servant leadership (X1) and teacher's commitment (Y) in the form of a regression equation of Ŷ = 63.094 + 0.501 X1 with a correlation coefficient ry1 = 0.73 and a determination coefficient r 2 y1 = 0.5361, this means servant leadership variable contributes 53.61% to the teacher's commitment variable. Hence, increasing teacher commitment can be influenced by servant leadership. Based on the research result above, it can be concluded that servant leadership makes a significant contribution to teacher's commitment. The higher the service leadership is predicted, the higher the teacher's commitment. Correlation between Job Satisfaction (X2) and Teacher's Commitment (Y) There is a positive and significant correlation between job satisfaction (X2) and teacher's creativity (Y) in the form of a regression equation of Ŷ = 56.35 + 0.552 X2 with a correlation coefficient ry1 = 0.66 and a determination coefficient r2y1 = 0.4433; this means the variable of Job satisfaction contributes 43.43% to the teacher's commitment variable. Thus to increase teacher's commitment can be influenced by job satisfaction. Based on the research results above, it can be concluded that job satisfaction presents a significant contribution to teacher's commitment. The higher the job satisfaction is predicted, the higher the teacher's commitment. TABLE 8 ANALYSIS OF VARIANCE (ANOVA) WITH REGRESSION EQUATION Ŷ= 56,35 + 0,552 X2 Variance Source dk JK RJK Fcount Ftable Explanation α= 0,05 α= 0,01 Total 183 3057682 Very Significant Coefficient (a) Regression (b/a) 1 1 3033189 10637,20 3033189 10637,20 149,76** 3,893 6,777 Remainder 181 12855,73 71,03 1,27ns 1,44 1,67 Non-significant (Linear) Corelation 54 4497,32 83,28 Error 127 8358,42 65,81 Dk : degree of freedom JK : sum of squares RJK : mean sum of squares ** : very significant ns : nonsignificant (linier) Correlation between Servant Leadership (X1) and Job Satisfaction (X2) collectively with Teacher's Commitment (Y) There is a positive and significant correlation between servant leadership (X1) and job satisfaction (X2) concurrently with teacher's commitment (Y) in the form of a regression equation Ŷ = 35.50 + 0.372 X1 + 0.34 X2, the strength of the correlation between the two X variables indicated by the value with the correlation coefficient ry12 = 0.81 and the coefficient of determination r2y12 = 0.665, this means that the servant leadership variable and job satisfaction collectively contribute to teacher's commitment of 66.5% to the teacher's commitment variable. The coefficient of determination of the servant leadership variable is relatively higher, i.e. 53.61%, compared to the coefficient of determination of job satisfaction, which is 43.43%. The difference in the value of the coefficient of determination of the two variables individually means that based on respondents' assessments, the servant leadership factor contributes more positively and significantly to teacher's commitment. While the value of the coefficient of determination of the servant leadership variable and job satisfaction collectively delivers a value of 66.5%. This shows the meaning that according to the respondent's assessment, the two factors of servant leadership and job satisfaction collectively make a very significant contribution to the increase of teacher's commitment. Based on the description above, servant leadership and job satisfaction collectively can increase teacher's commitment. The research is carried out to understand how much strength each indicator has for each variable by assigning a weighting to each indicator based on the SITOREM theory. TABLE 9. ANOVA FOR MULTIPLE REGRESSION SIGNIFICANCE TEST WITH EQUATION OF Ŷ= 35,50+ 0,372 X1 + 0,34 X2 Variant source Dk JK (RJK) Fcount Ftable Conclusion α= 0.05 α= 0.01 Regression 2 16283,57 8141,78 178,5** 3,05 4,81 Error 180 8209,355 45,6075 Very Significant Total 182 24492,93 Variance Source dk JK RJK Fcount Ftable Explanation α= 0,05 α= 0,01 Total 183 3057682 Very Significant Coefficient (a) Regression (b/a) 1 1 3033189 13129,57 3033189 13129,57 209,13** 3,89 3 6,77 7 Remainder 181 11363,36 62,78 1,43 1,65 Non-significant (Linear) Corelation 60 2896,43 48,27 0,70 ns Error 123 8466,93 68,84 Dk : degree of freedom JK : sum of squares RJK : mean sum of squares ** : very significant ns : nonsignificant (linier) Journal of Education, Teaching, and Learning Volume 6 Number 2 September 2021. Page 110-118 p-ISSN: 2477-5924 e-ISSN: 2477-8478 117 Figure 4. SITOREM Analysis Results TABLE 10 SITOREM ANALYSIS RESULTS TEACHER'S COMMITMENT TO THE ORGANISATION Indicator in Initial State Indicator After Weighting By expert Indicator Value Current working conditions Meeting expectations Benefits received Individual Values Reasons of obligation 1st Benefits received (22%) 2nd Current working conditions (21%) 3rd Meeting expectations (19%) 4th Individual Values (19%) 5th Reasons of obligation (18%) 4,13 4,06 4,03 2,85 2,71 SERVANT LEADERSHIP (ry1 = 0,73) Indicator in Initial State Indicator After Weighting By expert Indicator Value Altruistic calling Emotional healing Humanity Trust Listening Service Vision 1st Service (18%) 2nd Trust (17%) 3rd Altruistic calling (14%) 4th Listening (14%) 5th Emotional healing (13%) 6th Vision (12%) 7th Humanity (11%) 4,16 4,19 4,15 3,30 4,02 3,26 2,95 JOB SATISFACTION (ry2 = 0,66) Indicator in Initial State Indicator After Weighting By expert Indicator Value Salary and Incentives Work Environment Promotion Supervision Coworkers 1st Salary and Incentives (24%) 2nd Promotion (22%) 3rd Work Environment (20%) 4th Supervision (18%) 5th Coworkers (16%) 4,20 3,78 3,57 4,17 3,49 Maintained Indicators Indicator priority Improved 1st Service 2nd Trust 3rd Altruistic calling 4th Emotional healing 5th Salary and Incentives 6th Supervision 7th Benefits Received 8th Current Working Condition 9th Meeting Expectations 1st Humanity 2nd Vision 3rd Listening 4th Coworkers 5th Working Environment 6th Promotion 7th Reasons of Obligation 8th Individual values IV. CONCLUSIONS The results show that there was a strong and significant positive correlation between servant leadership and teacher's creativity with a correlation coefficient yx1= 0.73; there is a strong and significant positive correlation between job satisfaction and teacher's creativity with a correlation coefficient of yx2= 0.66, and there is a strong and significant positive correlation between servant leadership and job satisfaction collectively with teacher's creativity with a correlation coefficient of yx3= 0.665. This shows that teacher's creativity can be enhanced through servant leadership and job satisfaction. It is concluded that teacher's creativity can be improved by developing servant leadership and job satisfaction and from the component of teacher's creativity itself. REFERENCES Ansor. (2009). Analisis Pengaruh ROA, PBV, EPS, PER, Kurs dan Suku Bunga terhadap Return Saham (Kajian Empiris pada Perusahaan Manufaktur yang Terdaftar di BEI Tahun 2006-2008). 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