A MODEL OF ACADEMIC SERVICES QUALITY AT ADVENT SCHOOLS IN NORTH SULAWESI PROVINCE
Freida Ferra Masoko*, Henny Tambingon, Harold Lumapow,
Jeffry S. J. Lengkong
Education Management, Universitas Negeri
Manado, Indonesia
Email: [email protected]*
|
Article
Information |
|
ABSTRACT |
|
Received:
January 11, 2023 Revised:
January 23, 2023 Approved: January 31, 2023 Online: February 11, 2023 |
|
The quality of
academic services is one of the determining factors for improving student
learning outcomes in schools. This study aims to explain and predict the
model of academic service quality in Adventist Schools in North Sulawesi
Province. This study uses a quantitative approach and survey methods. The
sampling technique for this research was randomly selected and totaled 172
teachers spread over eight Adventist schools in North Sulawesi Province. The
research data were collected using a questionnaire technique and analyzed
using the Structural Equation Modeling technique based on Partial Least
Square (SEM-PLS) with smartPLS 3.0 software. The results showed that the
principal's managerial competence, compensation, and teacher performance had
a direct and significant positive effect on the quality of academic services.
While the role of the school committee has a direct negative and
insignificant effect. In addition, teacher performance mediates the effect of
principal's managerial competence on the quality of academic services.
Meanwhile, the influence of the role of the school committee and the
provision of compensation on the quality of academic services is not mediated
by teacher performance. The results of the research that describe the
academic service quality model in this study are discussed and conclusions
are drawn. After that, suggestions were made for programs to improve the
quality of academic services and future research efforts. ·
|
|
Keywords |
|
|
|
Managerial competence; role; compensation; performance; academic service quality |
|
INTRODUCTION
In
essence, the national education pathway includes informal, formal and
non-formal education. Especially in the formal education pathway, it is held in
the form of educational units called schools, both with state and private
status. The role of private schools in improving the quality of education is no
less important than that of public schools (Agustina,
2008).
The existence of private schools established and managed by an agency called
the Foundation is part of realizing the role of the community in education.
Likewise, private schools which are under the control of the Adventist
Foundation have an important role in improving the quality of education.
Private
schools as places of education cannot be separated from the nature of their
situation. One of its elements according to Ki Hadjar Dewantara (Ministry of Education and Culture, 2020)
is the nature of the times, namely referring to time which has its
peculiarities from time to time, and continuously changes according to the
needs of the times. If this view is related to the present, then the nature of
the times is the digital technology revolution in the field of education or
what is called the industrial revolution 4.0 (Doringin
et al., 2020).
The nature of the private school era is basically dynamic, not static, and must
continue to be properly addressed by every educational actor from time to time,
especially teachers as educators.
Even
though the reality of education held in private schools is currently in the era
of digital technology, learning achievement or student learning outcomes are
still an issue that is continuously discussed by all parties with an interest
in education. Referring to the World Bank (2018)
that the education system in Indonesia is generally in the category of below
average performing systems compared to countries in East Asia and the Pacific
based on the results of international assessment scores such as PISA (Program
for International Student Assessment), it is very important to identify
the core problems that must be addressed to improve the quality of education (Muhyiddin,
2020).
Then,
in terms of learning outcomes according to the grouping of Indonesian Student
Competency Assessment (AKSI) which was conducted based on the islands and the
two provinces with the highest scores DKI Jakarta and Yogyakarta, it shows an
imbalance in the quality of education geographically (Noerbella,
2022).
Islands in eastern Indonesia such as Sulawesi, Papua, the Maluku Islands, and
the Nusa Tenggara Islands show high disparities compared to DKI Jakarta and
Yogyakarta in AKSI scores (Center for Educational Assessment, 2018). Relatively
speaking, the condition of the AKSI assessment results indicates that private
schools in North Sulawesi Province (North Sulawesi) including those organized
by the Adventist Foundation, namely that there are gaps in student learning
outcomes that need to be sought and found solutions so that they have high
competitiveness with schools that are more well in other areas.
Many
aspects can be identified as the root causes of discrepancies in student
learning outcomes and the underlying drivers of competitive power. One of them
is the quality of academic services (Ali
et al., 2020).
This is important to understand considering the quality of academic services is
the main product of educational institutions (Susanto,
2012)
and one of the efforts to improve the quality of education in schools is
through improving the quality of academic services (Bowen,
2018; Ross, 2017)
and one of the ways to achieve high achievement and win the competition is the
quality of academic services provided by teachers at school (Manik
& Sidharta, 2017).
Therefore, schools in general as well as private schools are very important to
improve the quality of academic services on an ongoing basis so that they are
well maintained and have a direct impact on improving student learning outcomes
as measured by graduate competency standards.
The
quality of academic services in this study is an integrated part of the concept
of education service quality standards which is analyzed based on the process
quality component as the core academic activity and the input quality component
as a supporter of the core academic activity. If the input quality component is
met and the process quality component goes well, then the output quality
component, namely graduate competence, will have a high score (Alawiyah,
2017).
The quality of core academic services is analyzed based on the process quality
component which consists of academic services related to content, process and
assessment standards. While supporting the quality of core academic services is
analyzed based on the components of input quality standards consisting of
academic services relating to management standards, educators and education
staff, infrastructure, and financing.
In
addition, the quality of academic services is a multi-dimensional concept, so
that it can be analyzed from various dimensions according to the point of view
used by researchers. The dimensions of the quality of school academic services
can be analyzed from the dimensions of service quality, namely reliability,
responsiveness, empathy, tangibles, and guarantees (Manik
& Sidharta, 2017; Permana et al., 2020; Ramírez-Hurtado et al., 2021).
The perspective used by researchers in this study is to examine academic
services based on the perspective of service quality (Ghotbabadi
et al., 2012)
which gave birth to the concept of academic service quality. The perspective of
this researcher is different from the perspective of previous researchers,
namely studying academic services based on a performance perspective which gave
birth to the concept of academic service performance (El
Hariri, 2011)
and the satisfaction perspective that gave birth to the concept of academic
service satisfaction (Susanto,
2012)
as well as an integrity perspective that gave birth to the concept of academic
service integrity (Ali
et al., 2020).
In fact, recently there has been a study on the quality of online learning
services (Ramírez-Hurtado
et al., 2021).
Besides
that, it also examines the role of teacher performance as a mediating factor
that mediates the influence of the managerial competence of school principals,
the role of school committees, and the provision of compensation on the quality
of academic services. This is imperative to do within the framework of
developing education management knowledge and specifically human resource
management (managerial competency of school principals, compensation, and
teacher performance) and management of school and community relations (school
committee role). For researchers this is a research problem that is very
important to study considering that research so far has shown that there are
those who see the construct of performance in general and specifically teacher
performance as an outcome variable (Colquitt
et al., 2014).
Which is often also called endogenous and as a mediator variable (Hatane,
2015; Masitoh & Sudarma, 2019)
the effect of exogenous variables on endogenous variables. However, the
researcher's interest in this matter is not only limited to examining teacher
performance as an exogenous variable and mediator of endogenous variables, but
also methodologically how it functions as an endogenous variable that is
influenced by exogenous variables.
As
has been stated, the managerial competence of school principals is one of the
determining factors for the quality of academic services. Principals in
Adventist schools who are appointed based solely on practical political
interests and reasons of friendship or nepotism do not actually have an
increasing impact, but rather worsen the quality of academic services. In this
context, the principal's managerial competence should be the basis for
consideration of appointment because it has been regulated in the principal's
competency standard, namely the principal's managerial competence dimension. Even
now in the context of the implementation of the Mobilizing School Program (PSP)
within the Free Learning policy framework (Policy Research Center, 2020)
models of school leadership competencies are being implemented, namely self and
other people development competencies, learning leadership competencies, school
management leadership competencies, and school development leadership
competencies (Directorate General of Teachers and
Education Personnel, 2020). Thus
it can be explained that the managerial competence of the school principal is a
factor that should be considered and also determines in overcoming the gaps
that occur related to the quality of academic services.
In
addition to the managerial competency factor of the school principal and the
role of the school committee, the factor of providing compensation to Adventist
schooling also needs to be aligned with the need to carry out efforts to
improve the quality of academic services in schools. The condition of schools
where teachers receive their salaries late, pay their wages inadequately, do
not reward work performance, and do not celebrate the success of teachers' work
will gradually have an impact on reducing the quality of academic services in
schools. Therefore, it is necessary to change the compensation policy so that
the quality of academic services at Adventist schools will increase and in turn
have a positive impact on increasing student satisfaction with academic
services and student learning outcomes as major customers.
Another
determining factor that is no less important in influencing the quality of
academic services in schools is the performance of teachers in Adventist
schools. If the results of the teacher's performance appraisal are low, it will
have an impact on reducing the quality of academic services in schools. If the
teacher performance assessment results are high, then the impact will be to
increase the quality of academic services in schools. Teachers who do not yet
have a professional educator certificate need to be facilitated so that they
experience a change in status to become a professional educator certified
teacher. Therefore, teachers who already have professional educator
certificates need to be strengthened so that their potential personal, social,
pedagogic and professional competencies can be realized in the form of actual
performance in order to improve the quality of academic services.
Based
on the description of the background of the problem, it can be described that
the existence of quality academic services in schools is influenced by the
managerial competency factors of school principals, the role of school
committees, compensation, and teacher performance. Therefore, the researcher is
interested in conducting research with the title, namely Adventist School
Academic Service Quality Models in North Sulawesi Province.
METHODS
Types of research
Determination
of the type of approach, method, and research design is based on the nature of
the problem and research objectives. On the basis of considerations of the
problem formulation and research objectives that have been stated in the
introduction section, this research is relevant using a type of quantitative
approach and type of survey method (Creswell
& Poth, 2016)
as a way to describe what is reality in the field and look for causal
influences between research variables.
After
determining the types of approaches and methods, then proceed with establishing
a research design as a plan and structure made by researchers to obtain various
answers to the questions compiled in research (Sekaran, 2014).
This type of research design is "linear causal relationship between
variables by integrating factor analysis and path analysis" (Setiaman, 2022).
Figure
1. Research Design
Information:
•
KMKS (X1) : Principal Managerial Competence
•
VFD (X2) : The Role of the School Committee
•
PC(X3) : Provision of Compensation
•
kgs (X4) : Teacher Performance
•
MLA (Y) : Academic Service Quality
As
shown in Figure 1, this research is a path model design (path diagram) which is
developed based on theory and is used to test the theory of the relationship or
causality between research variables.
The
population is the overall characteristics related to the variables of academic
service quality, managerial competence of school principals, the role of school
committees, compensation, and teacher performance in Adventist schools in North
Sulawesi Province. The population unit is the total number of teachers 340 people from nine schools.
The data collected in this study used a questionnaire technique
which was arranged according to the Likert scale (Sugiyono,
2014) which is used to measure social phenomena called research
variables. There are five variables measured in this study, namely the quality
of academic services, the managerial competence of the school principal, the
role of the school committee, compensation, and teacher performance. Each of
the measured variables is translated into variable indicators which are used as
a starting point for compiling instrument items which can be in the form of
statements. The answer choices for each instrument item using a Likert scale
have a gradation from very positive to negative in the form of words arranged
in multiple choice form. Furthermore, for the purposes of quantitative
analysis, each answer is given a score.
Statements with five choices that are positive range starting from
scores 5, 4, 3, 2, and 1 and vice versa which are negative the range starts
from scores 1, 2, 3, 4, and 5. However, for details, the following definitions
are described. conceptual and operational research variables and continued with
the preparation and testing of the validity and reliability of the instrument.
Even though the data analysis in this study was tested for
validity and reliability, this was done for the purpose of testing the
structural model for the entire study sample. Testing the validity and
reliability of the instrument in this case was only carried out on 30 people
who were no longer involved as respondents in collecting data which was
analyzed for testing the research hypothesis.
RESULTS
As explained in the research
methods section, the data analysis technique used in this study is SEM-PLS
facilitated by Smart PLS software. The results of data analysis in this study
are narrated based on applied statistics into two parts, namely the results of
descriptive and inferential analysis.
The results of the
descriptive analysis focused on narrating the measurement of convergence
symptoms, namely the average value and measurement of deviation, namely the
standard deviation of each indicator (the observed variable) per latent variable
(the unobserved variable). While the results of the inferential analysis
focused on narration testing of measurement models for validity and reliability
tests and structural testing for causality tests (hypothesis testing with
predictive models).
Descriptive Analysis
This section describes the
average value and standard deviation of indicators per latent variable. In
particular, the average value of each latent variable is also presented to
describe it from the highest to the lowest.
Table 1. Descriptive Analysis Results
|
Indicators/Latent
variables |
Average |
Standard
Deviation |
|
KMKS1 |
4,570 |
0.683 |
|
KMKS10 |
4,331 |
0.740 |
|
KMKS11 |
4,366 |
0.731 |
|
KMKS12 |
4,355 |
0.704 |
|
KMKS13 |
4,337 |
0.709 |
|
KMKS14 |
4,314 |
0.703 |
|
KMKS15 |
4,442 |
0.741 |
|
KMKS2 |
4,453 |
0.701 |
|
KMKS3 |
4,465 |
0.677 |
|
KMKS4 |
4,384 |
0.668 |
|
KMKS5 |
4,395 |
0.670 |
|
KMKS6 |
4,366 |
0.707 |
|
KMKS7 |
4,308 |
0.702 |
|
KMKS8 |
4,273 |
0.699 |
|
KMKS9 |
4,442 |
0.640 |
|
Average Principal Managerial
Competency Variables (KMKS) |
4,387 |
|
|
PKS1 |
4,233 |
0.650 |
|
PKS10 |
4,192 |
0.742 |
|
PKS11 |
4,157 |
0.765 |
|
PKS12 |
4,198 |
0.760 |
|
PKS13 |
4,151 |
0.747 |
|
PKS14 |
4,035 |
0.806 |
|
PKS2 |
4,157 |
0.710 |
|
PKS3 |
4,256 |
0.632 |
|
PKS4 |
4,198 |
0.687 |
|
PKS5 |
4,169 |
0.770 |
|
PKS9 |
4,180 |
0.760 |
|
Average Variable Role of School
Committees (PKS) |
4,175 |
|
|
PK1 |
3,814 |
0.870 |
|
PK10 |
3,901 |
0.752 |
|
PK11 |
3,884 |
0.761 |
|
PK12 |
4,157 |
0.710 |
|
PK13 |
4,087 |
0.799 |
|
PK14 |
4,047 |
0.769 |
|
PK15 |
4,041 |
0.773 |
|
PK16 |
3,843 |
0.750 |
|
PK17 |
3,843 |
0.788 |
|
PK18 |
3,808 |
0.757 |
|
PK19 |
3,866 |
0.770 |
|
PK2 |
3,919 |
0.758 |
|
PK20 |
3,971 |
0.727 |
|
PK21 |
3,919 |
0.743 |
|
PK22 |
3,948 |
0.709 |
|
PK23 |
3,890 |
0.766 |
|
PK25 |
3,878 |
0.749 |
|
PK26 |
3,936 |
0.756 |
|
PK27 |
3,884 |
0.776 |
|
PK28 |
3,895 |
0.785 |
|
PK3 |
3,948 |
0.733 |
|
PK4 |
3,907 |
0.725 |
|
PK5 |
3,977 |
0.715 |
|
PK6 |
3,919 |
0.694 |
|
PK7 |
3,930 |
0.797 |
|
PK8 |
3,913 |
0.761 |
|
PK9 |
3,907 |
0.764 |
|
Variable Average of Compensation (PK) |
3,927 |
|
|
KG1 |
4,506 |
0.615 |
|
kg10 |
4,622 |
0.520 |
|
KG11 |
4,605 |
0.534 |
|
KG12 |
4,686 |
0.512 |
|
KG13 |
4,355 |
0.644 |
|
kg14 |
4,471 |
0.633 |
|
kg15 |
4,552 |
0.563 |
|
KG5 |
4,593 |
0.547 |
|
KG6 |
4,471 |
0.651 |
|
KG7 |
4,640 |
0.537 |
|
KG8 |
4,576 |
0.591 |
|
KG9 |
4,570 |
0.561 |
|
Average Teacher Performance Variables (KG) |
4,554 |
|
|
MLA11 |
4,186 |
0.691 |
|
MLA12 |
4,076 |
0.715 |
|
MLA13 |
4,110 |
0.694 |
|
MLA14 |
3,826 |
0.872 |
|
MLA7 |
3,994 |
0.735 |
|
MLA8 |
4,314 |
0.669 |
|
MLA9 |
4,122 |
0.733 |
|
Average Academic Service Quality
Variables (MLAs) |
4,090 |
|
Based on table 1 and figure 2
it can be described that the average value profile of the highest is the
teacher performance variable (KG) = 4.554 and followed by each of the principal
managerial competency variables (KMKS) = 4.387, the school committee role
variable (PKS) = 4.175, the variable of academic service quality (MLA) = 4.090
to the lowest, namely the variable of compensation (PK) = 3.927.
Figure 2. Latent Variable Average Value Profile
In testing the effect of the predictor/ exogenous
variables on the criteria/endogenous variables by including the influence of
the mediator variables.
If the first and second
stages examine the direct effect of the independent/exogenous variables
(managerial competence of the principal, the role of the school committee, and
compensation) on the dependent/ endogenous variable (quality of academic
services) and the third stage examines the direct effect of the mediator
variable (teacher performance) on dependent/endogenous variable (quality of
academic services), then in this fourth stage an indirect effect test is
carried out.
This research uses the methodbootstrapas a procedure for
testing the effect of mediation proposed by Zhao, Lynch Jr. & Chen (2010) and Hair, et al (2021)
to examine the mediating effect of teacher performance. The indirect effect in
the 95% confidence interval includes 0 or cannot determine whether the
mediating effect is significant.
Based on figure 2, Zhao, Lynch Jr. & Chen (2010) and Hair, et al. (2021)
identified three patterns consistent with mediation and two with nonmediation
as follows:
Figure 3. The Mediation Effect Model
(Adapted from Zhao,
Lynch Jr. & Chen, 2010:198)
The two patterns of non-mediation in question
direct non-mediation only that is, the direct effect is significant, but the
indirect effect is not significant non-mediation without influence that is,
both direct and indirect effects are not significant.
Meanwhile, the three mediation patterns in question
are: complementary mediation, namely both indirect and direct effects are
significant and point in the same direction, competitive mediation, that is,
both indirect and direct effects are significantly opposite, indirect mediation
only that is, the indirect effect is significant, but the direct effect is not
significant.
The
indirect effect of the principal's managerial competence (KMKS) on the quality
of academic services (MLA) through teacher performance (KG)
As shown in table 2, the effect of total mediation
on the influence of the principal's managerial competence on the quality of
academic services is positive (0.076) and significant because the 95%
confidence interval is 0.05 to 0.167 and 0 is not included, which means that Ho
is rejected and Ha is accepted. The effect of the principal's managerial
competence on teacher performance is positive (0.536) and significant because
the 95% confidence interval is 0.395 to 0.684 and 0 is not included. The effect
of teacher performance on the quality of academic services is positive (0.460)
and significant because the 95% confidence interval is 0.302 to 0.622 and 0 is
not included.
Table 2. Effect of
KG Mediation on KMKS against MLA
|
Principal Managerial Competence and Academic
Service Quality |
|||
|
Mediation effect |
Influence |
95% confidence interval |
|
|
Lower limit |
Upper limit |
||
|
total impact |
0.536 |
0.395 |
0.684 |
|
Indirect influence |
0.076 |
0.005 |
0.167 |
|
Direct influence |
0.460 |
0.302 |
0.622 |
This proves empirically that the
hypothesis (Ha) 8th namely
"Managerial competence of school principals has a positive and significant
indirect effect on the quality of academic services through teacher performance
in Adventist schools in North Sulawesi" is accepted. Thus, teacher
performance is a mediator in the influence of the principal's managerial
competence on the quality of academic services with this type of mediation,
namely complementary mediation that is, both indirect and direct effects are
significant and point in the same direction.
The indirect effect of the
role of the school committee (PKS) on the quality of academic services (MLA)
through teacher performance (KG)
Table 3 shows that the mediating effect of total
teacher performance on the influence of the school committee's role on the
quality of academic services is negative (-0.058) and not significant because
the 95% confidence interval is -0.206 to 0.088, which means that Ho is accepted
and Ha is rejected. The effect of the role of the school committee on teacher
performance is positive (0.019) and not significant because the 95% confidence
interval is -0.005 to 0.076. The effect of teacher performance on the quality
of academic services is negative (-0.088) and not significant because the 95%
confidence interval is -0.231 to 0.058.
Table
3. Effect of KG Mediation on PKS against MLA
|
The Role of School Committees and Quality of Academic Services |
|||
|
Mediation effect |
Influence |
95% confidence interval |
|
|
Lower limit |
Upper limit |
||
|
total impact |
-0.058 |
-0.206 |
0.088 |
|
Indirect
influence |
0.019 |
-0.005 |
0.076 |
|
Direct
influence |
-0.088 |
-0.231 |
0.058 |
This proves empirically that the
hypothesis (Ha) 9th, namely "The
role of the school committee has a positive and significant indirect effect on
the quality of academic services through teacher performance in Adventist
schools in North Sulawesi" was rejected. Thus, teacher performance is not a mediator in
the influence of the school committee's role on the quality of academic
services by non-mediation without influence, that is, both direct and indirect
effects are not significant.
The indirect effect of compensation
(PK) on the quality of academic services (MLA) through teacher performance (KG)
Based on table 4, it is shown that the effect of
total mediation on the effect of compensation on the quality of academic
services is positive (0.348) and not significant because the 95% confidence
interval is 0.231 to 0.475, which means that Ho is accepted and Ha is rejected.
The effect of the role of the school committee on teacher performance is
positive (0.030) and not significant because the 95% confidence interval is
-0.007 to 0.055. The effect of teacher performance on the quality of academic
services is positive (0.329) and significant because the 95% confidence
interval is 0.192 and 0.461.
Table
4. Effect of KG Mediation on PK on MLA
|
Provision of Compensation and Quality of Academic
Services |
|||
|
Mediation effect |
Influence |
95% confidence interval |
|
|
Lower limit |
Upper limit |
||
|
total impact |
0.348 |
0.213 |
0.475 |
|
Indirect influence |
0.030 |
-0.007 |
0.055 |
|
Direct influence |
0.329 |
0.192 |
0.461 |
This provesempirically that the hypothesis (Ha)
10th, namely "Compensation has a positive and significant indirect effect
on the quality of academic services through teacher performance in Adventist
schools in North Sulawesi" was rejected.
Thus the teacher's
performance is not a mediator on the effect of compensation on the quality of
academic services by typedirect-only non-mediation(direct non-mediation
only) that is, the direct effect is significant, but the indirect effect is not
significant.
DISCUSSION
The
Effect of Principal Managerial Competence on Academic Service Quality
Based
on the results of the study, it shows that the managerial competence of school
principals has a positive and significant effect on the quality of academic
services. This means that an increase in the managerial competence of school
principals will be followed by an increase in the quality of academic services.
The direction of improvement that occurs is based on the assumption that the
other factors that affect the size and size of teacher performance are
considered constant. The results of this study are in accordance with the
research hypothesis 4, namely the managerial competence of school principals
influences the quality of academic services.
Basically
the results of this study are supported by the results of previous studies by
researchers. Among them are the results of research by (Rozak
et al., 2021) (Herdiyana
& Rohendi, 2021) (Gadzali
& Kartini, 2021)
which shows the influence of managerial competence on the quality of service in
general and specifically the quality of academic services.
Based
on the results of this study and the results of previous research by
researchers, it can be stated that if efforts are made to improve the quality
of academic services, it is also necessary to plan a program to improve
managerial competence for school principals in Adventist schools.
The
Effect of the Role of the School Committee on the Quality of Academic Services
Based
on the results of the study, it shows that the role of the school committee has
a negative and not significant effect on the quality of academic services. This
means that if there is a decrease in the role of the school committee, there
will be a decrease in the quality of academic services. The direction of the
decline that occurs is based on the assumption that other factors that affect
the size and quality of academic services are considered constant. This is
important to say considering the variability of the school committee role
variable is integrated with other variables, it is suspected that the opposite
result will occur, namely that it is possible to have a positive and significant
effect on the quality of academic services. The results of this study are not
in accordance with research hypothesis 4, namely the role of school committees
influences the quality of academic services.
The
results of this study become problematic or become a debate because after a
search by researchers through Google Schoolar it is very rare to find previous
research results that specifically support the influence of the role of the
school committee on the quality of academic services. Related to the scarcity
referred to, researchers found previous research, namely research by Widianingsih (2018)
which shows a positive and significant influence on the role of the school
committee on the quality of education services. Research by Basith, Abdul and Rahmawati (2020)
shows that the performance of school committees makes a very important
contribution in improving the quality of educational infrastructure. The
relevance of the results of this study lies in the topic of the role of the
school committee which is constructed as the performance of the school
committee and the quality of educational infrastructure as part of the study of
the quality of academic services, namely the embodiment dimension with lighting
indicators in the learning room, the external appearance of the school
building, the classroom in a comfortable temperature, adequacy of computers in
the computer laboratory, and internet accessibility.
Basically,
the results of the research that showed a negative and insignificant effect
indicated that so far school administrators and members of the school committee
had more to do with non-academic aspects of the school, such as aiding in the
form of donations of funds, school infrastructure/ facilities, and other
material donations. Even though this remains important in the overall school
improvement program, the academic achievement of students in schools is
imperative. It was said that because, like now, with the demands for online
learning during the Covid-19 pandemic, school committee administrators should
encourage parents to help their children who are studying at home. Not only
helping their children complete homework assignments by teachers. Starting from
the results of this study and the results of previous studies, it can be stated
that if efforts are made to improve the quality of academic services, it is
necessary to properly plan the role of the school committee in Adventist
schools.
The
Effect of Compensation on the Quality of Academic Services
Based
on the results of the study, it shows that compensation has a positive and
significant effect on teacher performance. This means that an increase in
compensation will be followed by an increase in the quality of academic
services. The direction of improvement that occurs is based on the assumption
that other factors that affect the size and quality of academic services are
considered constant. This is in accordance with the research hypothesis 6,
namely the provision of compensation affects the quality of academic services.
The
results of this study are supported by the results of previous studies by researchers
such as Jamil and Muin (2022)
which shows that compensation affects the quality of tutorial services. Even
though their research focuses on the quality of tutorial services, the
theoretical basis used is the same, namely the theory of service quality as a
reference for the research framework.
The
existence of a positive and significant effect of compensation on the quality
of academic services in this study cannot be separated from the efforts of the
Foundation's leadership and school principals who provide compensation in the
form of allowances to teachers who show good performance at school. Work
performance in question does not focus on teaching performance as a reference
for teacher performance which in this study is not significantly influenced by
compensation, but rather focuses on student learning outcomes as an integral
part of understanding the concept of academic service quality, especially on
the quality assurance dimension.
Starting
from the results of this study and the results of previous studies, it can be
stated that if efforts are made to improve the quality of academic services, it
is also necessary to plan well a program to improve compensation in Adventist
schools.
Effect
of Teacher Performance on Academic Service Quality
Based
on the results of the study, it shows that teacher performance has a positive
and significant effect on the quality of academic services. This means that an
increase in teacher performance will be followed by an increase in the quality
of academic services. The direction of improvement that occurs is based on the
assumption that other factors that affect the size and quality of academic
services are considered constant. This is in accordance with the research
hypothesis 6, namely performance affects the quality of academic services.
The results of this study are
supported by the results of previous research by researchers from the Heffernan
& Megicks Research (Rozak
et al., 2021) Azan (2017), and Azan, Meirawan and Sutarsih (2015)
which shows that teacher performance influences the quality of academic
services.
In this study, teacher
performance refers toperformance theory from Rochman and Gunawan (2011) namely planning and implementing learning, assessing learning
outcomes, and fostering relationships with students. Teacher performance in
this study was measured by performance dimension indicators as described below:
First, planning learning includes indicators identifying the
learning characteristics of each learner. All students get the same opportunity
to participate actively, develop syllabus according to the curriculum, and
design lesson plans according to the syllabus
Second, carrying out learning includes indicators of carrying out
various learning activities, using teaching aids, providing many opportunities
for students to ask questions, and bringing out creativity and thinking skills.
Third, assessing learning outcomes includes indicators of
analyzing learning outcomes, asking questions to find out understanding and
maintaining student participation, responding to student questions
appropriately, and carrying out assessments.
Fourth, building relationships with students includes indicators
of holding enrichment, guiding students who are rather slow, and using various
techniques to motivate
Starting from the results of
this study and the results of previous studies, it can be stated that if
efforts are made to improve the quality of academic services, it is also
necessary to plan well a teacher performance improvement program in Adventist
schools.
The
Effect of Principal Managerial Competence on Teacher Performance
Based on the results of the
study, it shows that the managerial competence of the principal has a positive
and significant effect on teacher performance. This means that an increase in
the managerial competence of school principals will be followed by an increase
in teacher performance. The direction of improvement that occurs is based on
the assumption that the other factors that affect the size and size of teacher
performance are considered constant. This is consistent with the research
hypothesis that the managerial competence of school principals influences
teacher performance.
The concept of principal
managerial competence in this study is the skills used in managing school
academic services that make efficient use of available resources to achieve
predetermined school goals.
In the 1970s it was shown
that managers must have three main skills, namely conceptual skills, human
skills, and technical skills. The three types of managerial skills are used as
a reference in this study to measure the managerial competence of school
principals (Eris,
2022).
The following describes the three managerial competencies with their respective
indicators.
First, conceptual managerial
competence in research is measured by indicators that include formulating
vision, mission and goals, determining school goals realistically, creating an
effective and efficient school organizational structure, determining strategic
steps to achieve school missions and goals, compiling detailed task details.
clearly, formulate the success criteria of the school program.
Second, the managerial
competence of human relations in this study is measured by indicators that
include determining methods for measuring school success programs, developing
learning programs, negotiating with various parties, and appointing assistant
principals.
Third, technical managerial
competence in this study is measured by indicators that include conveying
innovations and new policies, planning school personnel needs, and carrying out
school personnel performance assessments and building a compact team work.
The research results obtained
in this study as measured by managerial competence indicators are in line with
the results of previous research from previous researchers, including (Anamila
et al., 2021; Colquitt et al., 2014; Miyono & Taukhid, 2019; Sugiyanto
& Ruknan, 2020).
Even though the results of their research were obtained in an organizational
setting that is different from the background of this research, namely in
Adventist schools, one thing that is particularly rational in this study is
that the managerial competency construct of school principals influences
teacher performance.
Referring to the results of
this study and the results of previous studies, it can be stated that when
developing a program to improve teacher performance, it is also necessary to
develop a program to strengthen the competency of school principals in
Adventist schools.
The Effect of the Role of
School Committees on Teacher Performance
Based on the results of the
study, it shows that the role of the school committee has a positive and not significant
effect on teacher performance. This means that an increase in the role of the
school committee will be followed by an increase in teacher performance. The
direction of improvement that occurs is based on the assumption that the other
factors that affect the size and size of teacher performance are considered
constant. This is consistent with the research hypothesis that the role of
school committees influences teacher performance.
The role of the school
committee in this study is referred to in the research results (Herawati
et al., 2021)
namely the school committee acts as a giver of consideration, support,
controller, and mediator. The role played by the school committee is measured
through indicators as described below:
First, indicators of the
school committee's role as a giver of consideration include giving consideration
in determining school policies and programs, giving consideration in
determining the School Revenue and Expenditure Budget Plan/School Work Plan and
Budget (RAPBS/RKAS), giving consideration in determining related school
performance criteria, giving consideration in determining the criteria for
educational facilities in schools, and giving consideration in determining the
criteria for school cooperation with other parties.
Second, indicators of the
school committee's role as a support include raising funds from the community
(individuals, organizations, the business world, the industrial world, and
other stakeholders through creative and innovative efforts, raising other
educational resources from the community (individuals, organizations, business
world). , the industrial world, and other stakeholders through creative and
innovative efforts, and creative and innovative efforts to fulfill feasibility,
ethics, decency, and statutory provisions.
Third, indicators of the role
of school committees as controllers include supervising education services in
schools in accordance with statutory provisions, supervising transparency and
accountability in the implementation of education in schools, and overseeing in
the context of transparency and accountability in the implementation of
educational outputs in schools.
Fourth, indicators of the
school committee's role as a mediator include following up on complaints,
suggestions, criticisms, and aspirations from students, parents/guardians, and
the community, following up on the results of school committee observations on
school performance, and mediating between the government (executive) and the
community in school.
The research results obtained
in this study as measured by indicators of the role of the school committee are
in line with the results of previous research from previous researchers. For
example, the results of Masruroh's research (2012).
The results show that the role of the school committee influences teacher
performance.
However, on the one hand, the
results of this study indicate that the role of the school committee has a
positive effect on teacher performance, but on the other hand, it is not
significant. This gives an indication that measuring the role of school
committees through teacher perceptions and the number of teacher samples in the
study is suspected to be a contributing factor. Therefore, further research is
needed with two alternatives, namely using the school committee as a sample of
research respondents and increasing the number of sample teachers as research
respondents. If you increase the number of sample teachers as respondents, then
the results of the research tend to show significant. because it is getting closer
to the study population. Even if it involves the school committee as a research
respondent, then a regression model requirement test is needed, namely the
homogeneity test.
Based on the results of this
study and the results of previous studies, it can be stated that when
developing a teacher performance improvement program, it is also necessary to
develop a program for developing the role of school committees in Adventist
schools. The intended school committee role development program is well planned
to increase the intensity of participation and involvement of parents and other
school external parties to facilitate efforts to improve the quality of teacher
performance in Adventist schools.
The
Effect of Giving Compensation on Teacher Performance
Based
on the results of the study, it shows that compensation has a positive and
insignificant effect on teacher performance. This means that an increase in
compensation will be followed by an increase in teacher performance. The
direction of improvement that occurs is based on the assumption that the other
factors that affect the size and size of teacher performance are considered
constant. This is consistent with the research hypothesis that compensation
affects teacher performance.
Giving
compensation in this study is referred to the theory of satisfaction dimensions
of compensation by Williams, et al (2008) which includes pay levels,
salary structure, salary increases, variable payment procedures, profit levels,
profit determination, profit administration or management. The compensation is
measured through indicators as described below:
First,
the dimensions of the level of benefits or management of benefits include
indicators of being informed about benefits, receiving information about
benefits, managed benefit programs, the effectiveness of the system providing
benefits, arrangements made by schools providing benefits, and efficiency with
the benefits provided.
Second,
the dimension of salary structure includes indicators of payment for other jobs
within the school, the difference in salary between jobs within the school, the
difference in salary between jobs and jobs one level above in the salary
hierarchy, the difference in salary between jobs at different school levels,
the difference in salary between jobs and jobs. one level down in the salary
hierarchy.
Third,
the dimensions of pay level include indicators of take-home pay, overall salary
level, and current salary.
Fourth,
the dimensions of the level of benefits include indicators of the package
received being profitable, the amount paid by the school for allowances, the
value of the benefits, and the amount of benefits received.
Fifth,
the dimension of profit determination includes indicators of words that have
the advantage of being accepted, involvement in profitable planning, and
choices that have the advantage of being accepted.
Sixth,
the dimensions of salary increase include indicators of the size of the most
recent salary increase, the amount of salary increase that was usually received
in the past, and how the salary increase is determined.
Seventh,
the dimensions of changing payment procedures include procedural indicators
used in determining fair rates of pay for work, how bonuses, incentives, and
commissions are used in schools, and procedures and criteria used in
determining forms of payment such as bonuses, incentives, and commission.
The
research results obtained in this study as measured by managerial competence
indicators are in line with the results of previous research from previous
researchers. For example, the results of Jamil and Muin's research (2022), Zain and Yuliana (2017) and Ritawati (2015)
which shows that compensation has an effect on performance.
In
addition, the results of the study show that compensation has no significant
effect on teacher performance. This gives an indication that the compensation
provided at school is not satisfactory for the teachers who are the research
sample. Thus further research is needed that involves more research samples
because the number of research samples that are getting closer to the
population tends to lead to a significant effect of compensation on teacher performance.
Starting
from the results of this study and the results of previous research by experts,
it can be stated that if efforts are made to improve teacher performance, it is
also necessary to plan well a program to improve compensation for teachers in
Adventist schools.
The
Effect of Principal Managerial Competence on Academic Service Quality through
Teacher Performance
Starting from the results of
the study, it shows that the indirect effect of the managerial competence of
school principals on the quality of academic services through teacher
performance is positive and significant. The results of the research showing
that the indirect effect is positive implies that the small and large levels of
teacher performance development naturally mediate the effect of the principal's
managerial competence on the quality of academic services. That is, it implies
that when the principal sees the need to improve the quality of academic
services in schools, then in addition to taking into account the managerial competency
factor of the principal, this also includes teacher performance.
Then, the results of the
study showing that the indirect effect is significant means that the mediation
of teacher performance in the influence of the principal's leadership competence
on the quality of academic services is very important in the development of
teacher human resources. Therefore, when compiling an academic service quality
development program it is very important to include teacher performance as
material and strengthen the managerial competence of school principals. This is
imperative to consider because of the mediating nature of the teacher's
performance variable as a mediator in the category of complementary mediation,
namely total influence, indirect influence, and direct influence are
significant (Hair
Jr., Hult, Ringle, & Sarstedt, 2021; Zhao et al., 2010).
This implies that; If the
study is carried out from the perspective of the integrated model of
organizational behavior, then it can be considered theoretically, namely
performance variables and specifically teacher performance including individual
outcome variables as a product of the influence of antecedent and intervening
variables (Colquitt
et al., 2014).
Based on the integrated model of organizational behavior, it is clear that
teacher performance is related to four main factors, namely: individual
mechanisms, individual characteristics, group mechanisms, and organizational
mechanisms.
Individual
mechanisms that include sub-factors of job satisfaction, stress, motivation,
trust, fairness, ethics, learning, and individual decision making. Individual
characteristics which include ability, personality, and cultural values
sub-factors. Group mechanism which includes the characteristics and diversity
in the team, work processes and team work, communication, power and negotiation
in team leadership as well as leadership style and behavior. While the
individual organizational mechanisms that include organizational structure and
organizational culture.
Factors
directly related to performance are individual mechanisms. Factors directly
related to individual mechanisms are organizational mechanisms, group
mechanisms, and individual characteristics. Thus based on the integrated model
of organizational behavior referred to as organizational mechanism factors,
group mechanisms, and individual characteristics are indirectly related to
performance because they are mediated by individual mechanism factors.
The
Influence of the Role of the School Committee on the Quality of Academic
Services through Teacher Performance
The results of the study show that the role of the
school committee has a negative and insignificant effect on the quality of
service quality. The nature of the mediating influence is categorized as a type
non-mediation without influence, that is, both direct and indirect effects are
not significant (Zhao
et al., 2010) and (Hair
Jr., Hult, Ringle, & Sarstedt, 2021).
The results of this study imply that teacher performance does not function as a
mediator or function to mediate the influence of the school committee's role on
the quality of academic services.
In essence, the results of
this study are in line with previous studies obtained by researchers, including
Masitoh and Sudarma (Tampubolon et al., 2021).
Although it is argued that their research did not examine the indirect effect
of the school committee's role on the quality of academic services through
teacher performance, one thing is clear that in their research they were able
to prove significantly the performance function as a mediator variable.
Linked to the integrated
approach to organizational behavior from Colquitt, LePine and Wesson (2014)
as previously stated is clearly different from the results of this study. In
the integrated approach to organizational behavior, performance is included in
the category of individual outcome variables or endogenous variables, so it
cannot be categorized as a mediating variable according to the results of this
study. This gives an indication that the results of this study actually support
the results of Masitoh and Sudarma's research (2019)
and an integrated approach to organizational behavior, because the mediating
effect model of teacher performance proposed in this study is not proven to
significantly function as a mediating variable in the influence of the school
committee's role on the quality of academic services.
The Effect of Compensation on
the Quality of Academic Services through Teacher Performance
The results of the study show that compensation has
a positive and insignificant effect on the quality of academic services through
teacher performance. through teacher performance. Thus the teacher's
performance is not a mediator on the effect of compensation on the quality of
academic services by type direct non-mediation only that is, the direct effect
is significant, but the indirect effect is not significant (Hair
Jr., Hult, Ringle, & Sarstedt, 2021; Zhao et al., 2010).
Although this research shows
that teacher performance does not function as a mediating variable, in Hatane's research (2015)
shows the opposite result, which functions as a moderator variable. Although
his research did not examine the indirect effect of compensation on the quality
of academic services through teacher performance, it is rational that his
research proved significantly the function of performance as a mediator
variable. Likewise with the integrated approach to organizational behavior from
Colquitt, LePine and Wesson (2014)
confirms that performance variables are not included in the category of
mediator variables, but rather as individual outcome variables or criteria/
endogenous variables.
Academic Service Quality
Modeling
After discussing the results
of the research, in the following, the researchers conducted an analysis of
academic service quality modeling with the aim of producing a research product
called the service quality model in Adventist schools in North Sulawesi
Province as the findings in this study.
Figure 4 shows the results of
the analysis through the bootstrap procedure in SEM-PLS with smart PLS
software.
Figure 4. Structural Model Evaluation Results
Referring to Figure 4. and
combining it with the results of the research and discussion, a model for the
quality of academic services that the researchers found in the Adventist school
setting in North Sulawesi Province can be developed. The findings of this study
are described as follows.
The direct effect of
exogenous latent variables on endogenous latent variables
1) The
managerial competence of school principals has a direct positive and
significant effect on the quality of academic services in Adventist schools in
North Sulawesi Province.
2) The
role of the school committee has a direct and negative effect on the quality of
academic services in Adventist schools in North Sulawesi Province. Since the
direct effect is negative and not significant, it is deleted in the preparation
of the empirical model of academic service quality from this research.
Figure 5. Academic Service Quality Model (Empirical)
3) Compensation
has a positive and significant direct effect on the quality of academic
services in Adventist schooling in North Sulawesi Province.
The direct effect of mediator
latent variables on endogenous latent variables
1) The
managerial competence of school principals has a direct positive and
significant effect on teacher performance in Adventist schools in North
Sulawesi Province.
2) The
role of the school committee has a direct positive and insignificant effect on
teacher performance in Adventist schools in North Sulawesi Province. Since the
direct effect is not significant in this study, it is deleted in the
preparation of an empirical model of academic service quality.
3) Compensation
has a positive and insignificant direct effect on teacher performance in
Adventist schools in North Sulawesi Province. Since the direct effect is not
significant in this study, it is not deleted in the preparation of the
empirical model of academic service quality and the direction of the arrows is
made of cut-off lines.
The direct effect of mediator
latent variables on endogenous latent variables.
4) Teacher
performance has a positive and insignificant direct effect on the quality of
academic services in Adventist schools in North Sulawesi Province. Since the
direct effect is not significant, it is not removed in the preparation of an
empirical model of Academic service quality and the direction of the arrows is
made of dashes.
The mediating effect of the
mediator variable
1) The
managerial competence of school principals has a positive and significant
indirect effect on the quality of academic services through the performance of
teachers in Adventist schools in North Sulawesi Province. That is, the latent
variable mediator teacher performance mediates the influence of the principal's
managerial competence, has a positive and significant indirect effect on the
quality of academic services.
2) The
role of the school committee has an indirect and negative effect on the quality
of academic services through teacher performance. That is, the latent variable
mediating teacher performance does not mediate the influence of the school
committee's role on the quality of academic services.
3) Compensation
has an indirect and positive effect on the quality of academic services through
the performance of teachers in Adventist schools in North Sulawesi Province.
That is, the latent variable mediating teacher performance does not mediate the
effect of compensation on the quality of academic services.
CONCLUSION
The
managerial competence of school principals has a direct positive and
significant effect on the quality of academic services in Adventist schools in
North Sulawesi Province. That is, the model of academic service quality formed
in this study is partially contributed by the managerial competency factor of
school principals to the quality of academic services and their significant
contribution.
The
role of the school committee has a direct and negative effect on the quality of
academic services in Adventist schools in North Sulawesi Province. This means
that the academic service quality model formed in this study is not partially
contributed by the school committee's role factor to the quality of academic
services and its contributive nature is not significant.
Compensation
has a positive and significant direct effect on the quality of academic
services in Adventist schooling in North Sulawesi Province. That is, the model
of academic service quality formed in this study contributes partially to the influence
of the compensation factor on the quality of academic services and its
contributive nature is significant.
The
managerial competence of school principals has a direct positive and
significant effect on teacher performance in Adventist schools in North
Sulawesi Province. That is, the academic service quality model formed in this
study is jointly contributed to by the influence of the principal's managerial
competence factors on teacher performance and its significant contributive
nature.
The
role of the school committee has a direct positive and insignificant effect on
teacher performance in Adventist schools in North Sulawesi Province. That is,
the academic service quality model formed in this study is jointly contributed
to by the influence of the role of the school committee on teacher performance
and its contributive nature is not significant.
Compensation
has a positive and insignificant direct effect on teacher performance in
Adventist schools in North Sulawesi Province. That is, the model of academic
service quality formed in this study does not contribute jointly to the
influence of the compensation factor on teacher performance and its
contributive nature is not significant.
Teacher
performance has a positive and significant direct effect on the quality of
academic services in Adventist schools in North Sulawesi Province. That is, the
academic service quality model formed in this study contributes partially to
the direct influence of teacher performance factors on the quality of academic
services.
The
managerial competence of school principals has a positive and significant
indirect effect on the quality of academic services through the performance of
teachers in Adventist schools in North Sulawesi Province. That is, the academic
service quality model formed in this study contributes through the mediation of
teacher performance factors as a mediator on the indirect effect of the
principal's managerial competence on the quality of academic services and the
significance of its contributive nature.
The
role of the school committee has an indirect and negative effect on the quality
of academic services through the performance of teachers in Adventist schools
in North Sulawesi Province. That is, the academic service quality model formed
in this study does not contribute through the mediation of teacher performance
factors as a mediator on the indirect effect of the school committee's role on
the quality of academic services and its contributive nature is not
significant.
Compensation
has an indirect and positive effect on the quality of academic services through
the performance of teachers in Adventist schools in North Sulawesi Province.
That is, the academic service quality model formed in this study contributes
through the mediation of teacher performance factors as a mediator on the
indirect effect of the principal's managerial competence on the quality of
academic services and the contributive nature is not significant.
REFERENCES
Agustina, D. F. (2008). Peranan dana BOS (Bantuan
Operasional Sekolah) dalam meningkatan mutu pendidikan agama islam di MTs
Negeri Mojokerto dan MTs Miftahul Ulum Ngoro Jombang. Universitas Islam
Negeri Maulana Malik Ibrahim. Google Scholar
Alawiyah, F. (2017). Standar
nasional pendidikan dasar dan menengah. Aspirasi, 8(1), 81–92. Google Scholar
Ali, E. Y., Munir, M.,
Permana, J., & Kurniady, D. A. (2020). Academic service quality in
education management in higher education. 3rd International Conference on
Research of Educational Administration and Management (ICREAM 2019),
455–461. Google Scholar
Anamila, A., Nurkolis, N.,
& Roshayanti, F. (2021). Pengaruh Keterampilan Manajerial Kepala Sekolah
Dan Kepuasan Kerja Guru Terhadap Kinerja Sekolah Di Smp Sub Rayon 2 Kabupaten
Demak. Jurnal Manajemen Pendidikan (JMP), 10(1). Google Scholar
Azan, K., Meirawan, D., &
Sutarsih, C. (2015). Mutu layanan akademik. Jurnal Administrasi Pendidikan,
22(1). Google Scholar
Basith, A., & Rahmawati,
I. (2020). Kontribusi Kinerja Komite Sekolah Terhadap Peningkatan Mutu Sarana
Prasarana Pendidikan. J-MPI (Jurnal Manajemen Pendidikan Islam) p ISSN,
2477–4987. Google Scholar
Bowen, H. (2018). Investment
in learning: The individual and social value of American higher education. Google Scholar
Colquitt, J., Lepine, J. A.,
& Wesson, M. J. (2014). Organizational Behavior: Improving Performance
and Commitment in the Workplace (4e). New York, NY, USA: McGraw-Hill. Google Scholar
Creswell, J. W., & Poth,
C. N. (2016). Qualitative inquiry and research design: Choosing among five
approaches. Sage publications. Google Scholar
Doringin, F., Tarigan, N. M.,
& Prihanto, J. N. (2020). Eksistensi Pendidikan Di Era Revolusi Industri
4.0. Jurnal Teknologi Industri Dan Rekayasa (JTIR), 1(1), 43–48. Google Scholar
El Hariri, R. (2011).
Pengaruh Perilaku Kepemimpinan Terhadap Kinerja Layanan Akademik Pegawai di
Universitas Pendidikan Indonesia. Manajerial: Jurnal Manajemen Dan Sistem
Informasi, 10(2), 32–41. Google Scholar
Erisa, V. (2022). Analisis
Keterampilan Manajerial Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan
(Studi Terhadap Sekolah Menengah Atas Negeri (Sman) 1 Palopo Dan Sekolah
Menengah Atas Negeri (SMAN) 2 Palopo). Institut Agama Islam Negeri (IAIN)
Palopo. Google Scholar
Gadzali, S. S., &
Kartini, T. (2021). Analisis Pengaruh Kompetensi Manajerial Kepala Sekolah
Terhadap Kualitas Pelayanan Pendidikan Pada SMA Negeri 1 Pabuaran Kabupaten
Subang. The World of Business Administration Journal, 28–42. Google Scholar
Ghotbabadi, A. R., Baharun,
R., & Feiz, S. (2012). A review of service quality models. 2nd
International Conference on Management, 1–8. Google Scholar
Hair Jr, J. F., Hult, G. T.
M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least
squares structural equation modeling (PLS-SEM). Sage publications. Google Scholar
Hair Jr, J. F., Hult, G. T.
M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial
least squares structural equation modeling (PLS-SEM) using R: A workbook.
Springer Nature. Google Scholar
Hatane, S. E. (2015).
Employee satisfaction and performance as intervening variables of learning
organization on financial performance. Procedia-Social and Behavioral
Sciences, 211, 619–628. Elsevier
Herawati, E. S. B., Nuraya,
N., & Aliyyah, R. R. (2021). School Committee Support for Improving the
Quality of Education Services. 1st Annual International Conference on
Natural and Social Science Education (ICNSSE 2020), 321–327. Google Scholar
Herdiyana, H., & Rohendi,
A. (2021). Pengaruh Kompetensi Manajerial dan Kompetensi Supervisi Kepala
Sekolah Terhadap Kinerja Guru SMK Negeri di Kabupaten Bandung Barat. Service
Management Triangle: Jurnal Manajemen Jasa, 3(1), 28–38. Google Scholar
Jamil, J., & Muin, M.
(2022). Pengaruh Persepsi, Kompensansi Dan Motivasi Terhadap Kinerja Tutor. Kelola:
Journal of Islamic Education Management, 7(1), 85–106. Google Scholar
Khairul, A. (2017). Mutu
Layanan Akademik (Studi tentang Pengaruh Pemanfaatan Fasilitas Belajar dan
Kinerja Staf Program Studi terhadap Mutu Layanan Akademik Program Studi di
Sekolah Pascasarjana Universitas Pendidikan Indonesia). Jurnal Administrasi
Pendidikan, 8, 78–79. Google Scholar
Manik, E., & Sidharta, I.
(2017). The impact of academic service quality on student satisfaction. Google Scholar
Masitoh, S., & Sudarma,
K. (2019). The Influence of Emotional Intelligence and Spiritual Intelligence
on Job Satisfaction with Employee Performance as an Intervening Variable. Management
Analysis Journal, 8(1), 98–107. Google Scholar
Masruroh, U. (2012). Pengaruh
Kompensasi dan Disiplin Kerja Terhadap Kinerja Guru Ekonomi SMA Negeri Brebes. Economic
Education Analysis Journal, 1(2). Google Scholar
Miyono, N., & Taukhid, H.
(2019). Pengaruh Keterampilan Manajerial Kepala Sekolah dan Motivasi Kerja
Terhadap Kinerja Guru Sekolah Dasar di Kecamatan Bonang Kabupaten Demak. Media
Penelitian Pendidikan: Jurnal Penelitian Dalam Bidang Pendidikan Dan Pengajaran,
13(1), 87–96. Google Scholar
Muhyiddin, M. (2020).
Covid-19, new normal, dan Perencanaan Pembangunan di Indonesia. Jurnal
Perencanaan Pembangunan: The Indonesian Journal of Development Planning, 4(2),
240–252. Google Scholar
Noerbella, D. (2022).
implementasi program kampus mengajar angkatan 2 dalam meningkatkan kompetensi
literasi dan numerasi peserta didik. Jurnal Cakrawala Pendas, 8(2),
480–489. Google Scholar
Permana, A., Aima, M. H.,
Ariyanto, E., & Nurmahdi, A. (2020). The Effect Of Academic Service Quality
On Satisfaction And Loyalty Of Students University. Jurnal Ecodemica, 4(2),
230–241. Google Scholar
Rahman, C., & Gunawan, H.
(2011). Pengembangan kompetensi kepribadian guru: menjadi guru yang dicintai
dan diteladani oleh siswa. Bandung: Nuansa Cendekia Remaja Rosdakarya. Google Scholar
Ramírez-Hurtado, J. M.,
Hernández-Díaz, A. G., López-Sánchez, A. D., & Pérez-León, V. E. (2021).
Measuring online teaching service quality in higher education in the COVID-19
environment. International Journal of Environmental Research and Public
Health, 18(5), 2403. Google Scholar
Ritawati, R. A. R. R. A.
(2015). Peran Kompensasi Terhadap Peningkatan Kinerja Karyawan Pada Perbankan
Syariah Palembang. I-Finance: A Research Journal on Islamic Finance, 1(1),
63–79. Google Scholar
Ross, J. E. (2017). Total
quality management: Text, cases, and readings. Routledge. Google Scholar
Rozak, L. A., Sumarto, S.,
Nurdin, D., & Prihatin, E. (2021). Pengaruh Kompetensi Manajerial dan
Kewirausahaan Kepala Sekolah Dalam Meningkatkan Mutu Layanan Akademik di
Kabupaten Ciamis. Jurnal Penelitian Pendidikan, 21(2), 98–111. Google Scholar
Sugiyanto, S., & Ruknan,
R. (2020). Pengaruh Kepemimpinan, Keterampilan Manajerial, dan Pengambilan
Keputusan Terhadap Kinerja Karyawan Direktorat Jenderal PAUD dan Pendidikan
Masyarakat Kemendikbud. Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM
Metro, 5(1), 37–46. Google Scholar
Sugiyono. (2014). Metode
Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif Dan R &D.
Alfabeta. Google Scholar
Susanto, P. (2012). Pengaruh
kualitas pelayanan akademik dan citra merek lembaga terhadap kepuasan mahasiswa
Universitas Negeri Padang. Tingkap, 8(1), 65–78.
Google Scholar
Tampubolon, R., Lumbanraja,
P., & Silalahi, A. S. (2021). The Effect of Emotional Intelligence and
Spiritual Intelligence on Job Satisfaction with Social Interaction is a
Moderate Variable in PT Bank Tabungan Negara Medan Branch. International
Journal of Research and Review, 8(3), 715–730. Google Scholar
Widianingsih, W. (2018). Pengaruh
Peran Komite Sekolah Terhadap Mutu Layanan Pendidikan. Universitas Sultan
Ageng Tirtayasa. Google Scholar
Williams, M. L., Brower, H.
H., Ford, L. R., Williams, L. J., & Carraher, S. M. (2008). A comprehensive
model and measure of compensation satisfaction. Journal of Occupational and
Organizational Psychology, 81(4), 639–668. Google Scholar
Zain, R., & Yuliana, A.
T. R. D. (2017). Pengaruh Kompensasi dan Kepuasan Kerja terhadap Kinerja Dosen
di Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta. MANAGERIA:
Jurnal Manajemen Pendidikan Islam, 2(1), 107–126. Google Scholar
Zhao, X., Lynch Jr, J. G.,
& Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about
mediation analysis. Journal of Consumer Research, 37(2), 197–206. Google Scholar