!
Attribution-*ShareAlike*4.0*International*(CC*BY*SA*4.0)*
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Vol.*03,*No.*11,*November*2023*
e"-"ISSN$:*2807-8691$|$p-"ISSN$:*2807-839X"
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IJSSR$Page*2931
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This%work%is%licensed%under%a%Attribution-ShareAlike%4.0%International%(CC%BY-SA%4.0)
Teachers(Turnover(Intention:(The(Role(Of(Work(
Motivation,(Job(Stress,(And(Organisational(Commitment(
*
Azkiya$Banata
1
,$Nurmala$Katrina$Pandjaitan
2
,$Amir$Tengku$Ramly
3
Science*of*management,*IPB*University,*Indonesia*
Email:*[email protected]*
Keywords)
)
ABSTRACT)
Work%Motivation,%Job%Stress,%
Organisational%Commitment,%
Turnover%Intention,%Teacher.)
!
The$ phenomenon$ of$ teacher$ decline$ happens$ in$ all$ stages$ of$
education$ in$ 2021/2022.$ Continuous$ situations$ would$ hinder$ the$
school's$ objectives,$ cause$ a$ drop$ in$ academic$ achievements,$ and$
disrupt$ the$ talent$ management$ process$ during$ the$ leadership$
turnover,$amon g$others.$Teacher$turn o v e r$can$be$predicted$through$
turnover$intention,$which$can$be$affected$by$work$motivation,$job$
stress,$ and$ organizational$ commitment.$ This$ research$ aims$ to$
determine$ the$ effect$ of$ work$ motivation$ on$ job$ stress,$
organizational$commitment,$and$turnover$intention$and$ the$impact$
of$job$stress$and$organizational$commitment$on$turnover$intention.$
This$research$was$conducted$in$SM A$and$SMP$PKP$Jakarta$Islamic$
School,$ which$ involved$ 77$ respondents$ from$ March$ 2022$ to$ June$
2023.$ SEM-PLS$ is$ used$ to$ process$ and$ evaluate$ the$ research$
hypotheses.$The$results$show$ w ork$motivation$does$affect$job$ stress,$
organizational$commitment,$and$turnover$intention,$and$job$stress$
and$ organizational$ commitment$ do$ affect$ teacher$ turnover$
intention.$
)
)
!
)
INTRODUCTION!
The*world*of*education*is*currently*faced*with*the*target*of*meeting*the*needs*of*teachers*to*
achieve*the*fourth*SDG*goal,*namely*quality*education.*Indonesia*itself*is*at*a*worrying*stage,*where*it*
is*estimated*that*it*will*only*be*able*to*fulfill*the*need*for*teachers*after*2030*if*urgent*changes*are*not*
immediately*implemented*as*a*result*of*the*increasing*growth*of*the*secondary*school-age*population,*
which*is*disproportionate*to*the*number*of*teachers*leaving*their*jobs*and*the*low*rate*of*recruitment*
(Statistics,*2016).*The*number*of*teachers*in*Indonesia,*especially*in*private*schools,*has*decreased*at*
every*level* of* education* in* the*2021/2022* academic* year*from* the*previous* year* (Fardi,*2022).*The*
challenge* for* schools* is* to* retain* the* best* teachers* in* the* face* of* globalization* and* diversity* of*
employment*opportunities*(Iqbal*et*al.,*2014).*
(Poeh* &* Soehari,* 2017)(Poeh* &* Soehari,* 2017)(Poeh* &* Soehari,* 2017)(Poeh* &* Soehari,*
2017)One*of*the*causes*of*the*decline*in*the*number*of*teachers*could*be*voluntary*turnover.*Percentage*
turnover*of*teachers*at*one*school*in*Tangerang*ranged*from*10-16%*in*the*2013-2016*period*(Poeh*&*
Soehari,*2017).*Schools*in*Jakarta*ranged*from*2-7%*in*the*2005-2013*period*(Suryani,*2014)*and*20-
29%* in* 2013-2015* (Suharno* et* al.,* 2017a).* Some* schools* stated* turnover* high,* such* as* one* of* the*
vocational* schools* in* Jember* (Arsih* et* al.,* 2018a)* and* elementary* schools* in* East* Jakarta* (Prasetya,*
2021a).*There*are*also*schools*where*turnover*is*low,*but*the*teachers*who*leave*are*those*who*have*
special*skills*(Zulistiawan,*2014).*Other*research*also*states*that*more*teachers*leave*than*those*who*
enter*the*same*year*(Saragih,*2021;*Zamzamy*et*al.,*2021).*
The*school*management's*desire*to*retain*quality*teachers*to*maintain*organizational*stability*
and* certainty* certainly* requires* paying* attention* to* the* important* factors* influencing* the* teacher's*
decision*to*stay*or*move*to*another*place,*which*can*be*defined*as*voluntary*turnover.*Teachers*feel*
that*their*working*conditions*are*changing*negatively,*such*as*a*lack*of*financial*resources,*a*teaching*
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profession*perceived*as*much*more*complicated*and*under*pressure,*and*less*public*appreciation*for*
teaching.*Turnover*teachers*can*also*be*caused*by*problems*with*work*planning,*lack*of*motivation,*
dissatisfaction*with*their*job*or*superiors,*or*the*presence*of*other*better*job*opportunities*(Manthi*et*
al.,*2018;*Waititu,*2013).*
A*teacher's*final*decision*to*leave*their*job*usually*involves*long-term*considerations*regarding*
reasons,*motives,*and* risks*related*to*the*required*resources.*Turnover*is*significant*(Clandininet*al.*
2009),*preceded*by*turnover*intention,*which*can*be*called*the*initial*phase*and*the*strongest*predictor*
of*turnover,*the*real*one*(Clandinin*et*al.,*2009;*Locke,*1968).*Turnover*intention*has*been*seen*as*a*
powerful* predictor* and* an* alternative* measure* of* behavior* turnover,* which* is* real* and* has* been*
included*in*many*models*of*turnover*employees*(Cho*&*Lewis,*2012;*Medina,*2012).*
Research*on*teachers*in*Indonesia*shows*that*work*pressure*can*significantly*increase*teachers'*
intention* (Butar* Butar,* 2019;* Poeh* &* Soehari,* 2017;* Prasetya,* 2021b;* Saragih,* 2021).* Turnover*
intention* can* be* suppressed* through* teachers'* organizational* commitment* as* members* of* school*
organizations.* Research* shows* that* teachers* with* high* corporate* obligations* will* have* low* turnover*
intention*(Arsih*et*al.,*2018b;*Aryani*et*al.,*2021;*Kartika*&*Purba,*2018;*Poeh*&*Soehari,*2017;*Ridho,*
2018).*
Work*motivation*can*increase*organizational*commitment*(Kontoghiorghes,*2016;*Salleh*et*al.,*
2016;*Tran*et*al.,*2020).*With*motivation*and*organizational*commitment,*employees'*desire*to*leave*
their* jobs* can* be* reduced* (Bonenberger* et* al.,* 2014).* Apart* from* having* a* positive* effect* on*
organizational*commitment*and* pressure*turnover*intention,*work*motivation*can*also*reduce*the* work*
pressure*employees*feel.*Work*pressure*can*decrease*if*the*organization*can*support*the*achievement*
of*work*motivation*in*employees*(Novia,*2022).*
PKP*Jakarta*Islamic*School*(JIS)*is*a*private*school*under*the*auspices*of*the*DKI*Jakarta*Pondok*
Karya*Pembangunan*Foundation,*which*consists*of*KB/TK,*TPQ,*MI,*MTs*(full*day*and*Modern*Islamic*
Boarding*Schools),*MA*(Modern*Islamic*Boarding*Schools),*SMA*(Senior*High*School),*and*Vocational*
Schools.*Initial* observations* found*that*in* the*2022/2023*school*year,* there* were*teachers*who* had*
resigned,*some*of*whom*had*been*prepared*for*further*leadership*cadre*formation,*such*as*becoming*
Deputy*Principal*for* Curriculum.* This* research*will* focus*on*JIS* PKP* SMA*and*SMK*(Vocational*High*
School)*teachers* with*a* total*population* of*77* teachers.*Initial* observations*through*secondary* data*
show*that*there*was*a*spike*in*teachers*who*resigned*in*2017/2018*(24*teachers)*and*began*to*increase*
again*in*2021/2022*(11*teachers)*and*2022/2023*(9*teachers).*Therefore,*it*is*necessary*to*carry*out*
further*research*and*management*immediately.*Apart*from*a*decrease*in*the*quantity*of*teachers,*there*
has*also*been*a*decrease*in*the*quality*of*teachers,*as*indicated*by*teachers*who*have*resigned*after*
working*for*more*than*5*to*12*years.*Teachers*with*this*service*period*are,*of*course,*equipped*with*
abilities*and*competencies*formed*by*the*school's*characteristics*and*culture.*
If*calculated*based*on*the*ratio*with*the*number*of*existing*teachers,*the*average*percentage*of*
teachers*who*will*resign*for*the*2022/2023*academic*year*reaches*around*12%*of*the*total*JIS*PKP*SMA*
and* SMK* teachers.* Every* institution* has* standards* for* turnover* different,* but* to* sustain* the*
organization's*sustainability,*particularly*concerning* the*formation*of*the*teacher*cadre,*which*is*closely*
tied*to*school*culture*and*differentiation,*the*number*turnover*needs*to*be*kept*as*SMAll*as*possible*so*
that*the*opportunity*to*develop*existing*resources*will*be*more*efficient*when*compared*to*the*chance*
to*retrain*new*resources*from*scratch.*Therefore,*this*research*is*needed*to*predict*turnover* intention*
based*on*work*motivation,*pressure,*and*organizational*commitment.*
$
METHODS)
The*research*conducted*at*SMA*(Senior*High*School)*and*SMK*(Vocational*School)*PKP*Jakarta*
Islamic* School* commenced* with* a* comprehensive* approach* that* included* observations,* preliminary*
interviews,*and*an*extensive*review* of* relevant* literature*beginning*in*March*2022.*The*subsequent*
phase* involved* collecting* questionnaire* data,* executed* in* June* 2023.* The* primary* data* collection*
International$Journal$of$Asian$Education$,*
Azkiya*Banata
1
,*Nurmala*Katrina*Pandjaitan
2
,*Amir*Tengku*Ramly
3!
IJSSR$Page*2933*
method* employed* was* the* use* of* questionnaires,* adopting* the* census* method* to* encompass* all*
members* of* the* population.* The* population,* in* this* case,* comprised* 46* high* school* teachers* and* 31*
vocational*school*teachers,*and*the*census*method*was*chosen*due*to*the*relatively*modest*population*
size,*facilitating* the*inclusion*of* all*individuals* as* samples*or*research* respondents,* as*advocated*by*
Sahir*(2021).*
To* ensure* the* robustness* and* reliability* of* the* research* instrument,* the* sample* size* was*
determined* by* the* census* method,* acknowledging* its* appropriateness* when* dealing* with* SMAller*
populations.*This*methodological*decision* aimed*at*encompassing*the*entirety*of*the*target*population,*
contributing*to*the*depth*and*comprehensiveness*of*the*study.*
The* study* employed* Structural* Equation* Modelling* with* Partial* Least* Squares* (SEM-PLS)* to*
address*the*hypothesis*and*research*objectives.*This*analytical*approach*facilitates*the*examination*of*
the*direct*influence*of*both*exogenous*and*endogenous*variables,*as*Hair*et*al.*(2019)*indicated.*SEM-
PLS*involves*two*distinct*models:*the*measurement*model,*elucidating*the*relationship*between*latent*
variables*and*their*corresponding*measurement*indicators,*and*the*structural*model,*delineating*the*
relationships*between*latent*variables*(Hair*et*al.,*2020;*Riyanti,*2018).*
The*measurement*model*evaluates*the*reliability*and*validity*of*the*indicators*associated*with*
research*variables,*aligning*with*established*methodologies*(Hair*Jr*et*al.,*2019;*Henseler*et*al.,*2015;*
Legate* et* al.,* 2023;* Sarstedt* et* al.,* 2021).* It* encompasses* a* comprehensive* examination* of* the*
instrument's*ability*to*accurately*measure*the*intended*constructs,*thereby*ensuring*the*fidelity*of*the*
data*collected.*
Conversely,*the*structural*model*evaluates*the*relevance*and*predictive*capacity*of*the*overall*
model,*involving*sequential*steps*to*assess*the*predictive*and*explanatory*elements*(Legate*et*al.,*2023).*
This* multifaceted* analytical* approach* enhances* the* rigor* and* depth* of* the* research,* allowing* for* a*
nuanced*exploration*of*the*relationships*between*variables*and*contributing*to*the*overall*robustness*
of*the*study.*
*
RESULTS)
Respondent$Characteristics$
The* respondents* in* this* research* were* 77* PKP* Jakarta* Islamic* School* (JIS)* high* school* and*
vocational*school*teachers.*The*characteristics*of* respondents* in* this*study*consisted*of*age,*gender,*
highest* level* of* education,* marital* status,* number* of* dependents,* work* unit,* length* of* service,*
employment*status,*teacher*certification,*and*net*income*per*month.*Most*respondents*work*at*the*high*
school*level*(60%),*while*the*remaining*are*employed*in*vocational*school*work*units*(40%).*JIS*PKP*
high*school*and*vocational*school*teachers*typically*hold*Permanent*Foundation*Teacher*status*(51%)*
and* are* predominantly* female* (58%).* The* age* group* over* 40* constitutes* the* largest* percentage,*
accounting* for* 35%.* This* suggests* that* senior* teachers* are* the* majority* at* JIS* PKP* SMA* and* SMK.*
Furthermore,*84%*of*JIS*PKP*SMA*and*SMK*teachers*have*a*bachelor's*degree*educational*background,*
with*some*holding*master's*degrees*(13%)*and*a*few*having*doctorates*(1%).*
Teachers*with*more*than*16*years*of*service*(22%)*have*the*highest*percentage*compared*to*
teachers*with*other*years*of*service,*while*teachers*with*less*than*one*year*of*assistance*have*the*lowest*
rate,*namely*6%.*This*condition*must*be*m aintained*so*that*the*number*of*new*teachers*is*equal*to*that*
of* teachers* who* have* served* longer.* The* majority* of* PKP* Jakarta* Islamic* School* high* school* and*
vocational*school*teachers*(75%)*stated*that*they*carried*out*additional*duties,*for*example,*supervising*
student* activities* such* as* OSIS% (intra-school* students* organization),* extracurricular* and* religious*
activities,* laboratory* coordinator,* IT;* head* of* the* program;* head* librarian;* staff* in* the* fields* of*
curriculum,*student*affairs,*and*infrastructure;*or*responsible*for*the*ISO*9001:2018*structure.*As*many*
as* 60%* of* teachers* still* need* teacher* certification.* The* majority* of* PKP* Jakarta* Islamic* School,* high*
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IJSSR$Page*2934*
school,*and*vocational*school*teachers*are*married*(79%)*with*two*dependents*(27%)*and*have*a*net*
income*per*month*ranging*from*IDR*2,000,000.00*to*IDR*4,999,999.00*(81%).*
Measurement$Model$Testing$$
The*measurement*model*(outer*model)*tested*through*loadings,*internal*reliability*consistency,*
convergent*validity,*and*discriminant*validity*are*summarized*in*Figure*1.*The*variables*included*in*the*
measurement*model*analysis*are:**
1. The*work*pressure*(TK)*variable*indicates*task*demands,*role*demands,*interpersonal*demands,*
organizational*structure,*and*organizational*leadership.*
2. The* corporate* commitment* variable* (KO)* comprises* indicators* of* affective,* normative,* and*
continuous*commitment.*
3. Variable*turnover*intention*(TI)*with*hands*of*thinking*about*leaving,*purpose*of*looking* for*a*new*
job,*and*will*leave*the*job.*
The*work*motivation*construct*is*separate*from*the*measurement*model*assessment*because*it*
is*a*single-item*construct.*For*this*type*of*construct,*indicator*data*and*latent*variables*are*identical.*
Therefore,*the*work*motivation*(MK)*variable*does*not*have*a*measurement*model*that*can*be*tested*
using*standard*evaluation*criteria*(Legate*et*al.,*2023;*Sarstedt*et*al.,*2021).*
$
$
$
*
*
*
*
*
*
*
*
*
*
*
*
*
Figure$1.$Measurement$model$test$results$(outer"model)$
*
Internal* consistency* and* convergent* validity* are* tested* through* value* composite* reliability,*
Cronbach’s* α,* and* Average* Variance* Extracted* (AVE).* Table* 1* shows* that* the* values* for* these* three*
parameters*are* at*the*recommended*values*(Hair*Jr*et*al.,*2019;*Legate*et*al.,*2023;*Sarstedt*et*al.,*2021).*
Mark* composite* reliability* and* Cronbach’s* α,* which* meet* these* recommendations,* reflect* that* the*
internal*consistency*of*all*variables*and*the*reliability*of*all*indicators*in*this*research*model*are*in*the*
ideal* category.* All* AVE* values* in* this* study* show* that* the* construct* can* explain* at* least* 50%* of* the*
variance*originating*from*the*indicator* items*(Hair*Jr*et*al.,*2019;*Legate*et*al.,* 2023;*Sarstedt* et* al.,*
2021).*Overall*assessment*results*show*that*the*research*instruments*used*have*good*reliability*and*
validity.*
*
Table$1.$Internal$Consistency$Reliability$Measurement$Values$
Variable$
Composite"Reliability$
AVE$
(r
A
)$
(r
C
)$
>0,70$
>0,70$
≥0,50$
International$Journal$of$Asian$Education$,*
Azkiya*Banata
1
,*Nurmala*Katrina*Pandjaitan
2
,*Amir*Tengku*Ramly
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Pressure*from*work*
0,867*
0,896*
0,635*
Organizational*
commitment*
0,901*
0,929*
0,814*
Turnover%intention%
0,933*
0,948*
0,859*
$
Structural$Model$Testing$$
Evaluation*of*the*SEM-PLS*structural*model*includes*the*following*stages:*(Legate*et*al.,*2023;*
Sarstedt*et*al.,*2021).*
1. Assessment*of*multicollinearity*between*endogenous*constructs*to*ensure*all*inner*VIF*is*below*3.*
2. Test* the* size* and* significance* of* the* path* coefficients* in* the* structural* model* to* verify* that* all*
hypothesized*relationships*or*predicted*ways*are*meaningful*with*a*p-value*below*0.05.*
3. Assessment*of*predictive*validity*to*ensure*the*size*of*the*coefficient*of*determination*(R2)*is*valid*
for*all*endogenous*constructs*according*to*the*relevant*research*and*context.*
4. Assess* the* effect* size* (f2)* when* there* is* a* change* in* the* value* of* R2* when* certain* exogenous*
constructs* are* removed* from* the* model* and* whether* they* have* a* substantive* impact* on* the*
endogenous*constructs.*
*
Table$2.$Structural$Model$Test$Values$
Path"
VIF$
b$
p-value"
R
2
$
F
2
$
Mark$
Information$
Mark$
Information$
MK* *
TK*
1,000*
-0,218*
0,000*
0,234*
Weak*
0,306*
Medium*
MK**IS*
1,000*
0,406*
0,000*
0,166*
Weak*
0,199*
Medium*
MK* *
OF*
1,317*
-0,339*
0,002*
0,547*
Currently*
0,190*
Medium*
TK**OF*
2,330*
0,287*
0,029*
0,075*
Medium*
IS*OF*
2,139*
-0,268*
0,034*
0,078*
Medium*
*
Based*on*the*data*in*Table*2,*the*multicollinearity*of*all*constructs*is*within*the*acceptable*range,*
namely*below*3,*which*indicates*that*the*results*of*the*structural*model*are*not*negatively*affected*by*
multicollinearity*(Sarstedt*et*al.,*2021).*All*paths*show*a*significant*effect*(p-value*<*0.05)*with*an*effect*
size*of*f2.*The*path*coefficients*of*MK*to*TK*(β*=*-0.218),*TK*to*TI*(β*=*0.287),*and*KO*to*TI%(β*=*-0.268)*
are*SMA*but*still*within*the*acceptable*range*due*to*the*SMA*sample*size*(n*=*77)*(Legate*et*al.,*2023).*
The*results*of*the*structural*model*show*that*MK*(β*=*-0.339,*f2*=*0.190)*is*the*most*important*predictor*
of*turnover*intention,*followed*by*KO*(β*=*-0.268,*f2*=*0.078)*day*TK*(β*=*0.287,*f2*=*0.075).*Overall,*the*
model*explained*23%*of*the*variance*in*TK*(R2*=*0.234),*17%*of*the*variance*in*KO*(R2*=*0.166),*and*
55%*of*the*conflict*in*TI*(R2*=*0,547).*
Hypothesis$test$
Analysis*of*the*influence*of*each*variable*in*this*research*was*carried*out*to*test*the*research*
hypothesis.*The*results*of*the*direct*influence*obtained*from*testing*the*structural*model*are*in*Table*3*
below.*
*
Table$3.$Hypothesis$Testing$Results$
Hypothe
sis$
Path$
b$
STDEV$
p-value"
H
1
$
H1*
Work*Motivation*→*Work*Stress*
-0,218*
0,095*
0,022*
Accepte
d*
International$Journal$of$Social$Service$and$Research** https://ijssr.ridwaninstitute.co.id/*
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H2*
Work* Motivation* →* Organizational*
Commitment*
0,406*
0,108*
0,000*
Accepte
d*
H3*
Work*Motivation*→Turnover%Intention*
-0,339*
0,107*
0,002*
Accepte
d*
H4*
Work*Pressure*→Turnover%Intention*
0,287*
0,128*
0,025*
Accepte
d*
H5*
Organizational* Commitment*
→Turnover%Intention**
-0,268*
0,131*
0,041*
Accepte
d*
$
H1:$Work$motivation$has$a$significant$effect$on$work$pressure$
Table*3*shows*the*significance*test*results*where*the*value*is*0.022,*which*is*less*than*α*=*0.05.*
A*decision*can*be*made*to*Reject*H0.*That*is,*sufficient*evidence*suggests*that*work*motivation*(β*=*-
0.218)*can*significantly*reduce*the*work*pressure*felt*by*teachers*at*SMA*and*SMK* PKP*Jakarta*Islamic*
School*(JIS).*This*is*supported*by*Fahmi's*research*(2022),*which*states*that*work*motivation*influences*
the*reduction*of* work* pressure* felt*by*teachers*and* employees* of* SMKN*9* Bekasi.* More* specifically,*
extrinsic* work* motivation* can* reduce* the* work* pressure* felt* by* employees.* Individuals* who* are*
motivated*to*work*tend*not*to*handle*stress*at*work*(Ariani,*2021).*
H2:$Work$motivation$has$a$significant$effect$on$organizational$commitment$
Table*3*shows*the*results*of*the*significance*test*where*the*value*has*a*value*of*0.000,*which*is*
less*than* α* =* 0.05,* then* a* decision*can* be* made* to* Reject* H0.* That* is,* there* is* sufficient* evidence* to*
conclude*that*work*motivation*(b*=0,406)*can*significantly*increase*the*organizational*commitment*of*
teachers*at*SMA*and*SMK*PKP*JIS.*This*indicates*that*JIS*PKP*SMA*and*SMK*teachers*feel*that*increasing*
work*motivation*will*encourage*them*to*be*more*committed*to*their*organization.*
In* increasing* organizational* commitment,* increasing* work* motivation* is* a* significant*
antecedent.* Employees* prove* this* front-line* in* retail* and* mall* (Al-Madi* et* al.,* 2017),* UKM* (Loor-
Zambrano* et* al.,* 2022),* engineering* company* (Salleh* et* al.,* 2016),* and* supply* chain* management*
companies*(Kontoghiorghes*2016).*The*influence*of*work*motivation*on*organizational*commitment*
also*occurs*in*employees*who*work*in*the*educational*sector,*namely*the*educational*staff*of*the*Faculty*
of* Agribusiness* at* Brawijaya* University* (Nawangsari* et* al.,* 2023)* and* secondary* school* teachers* in*
Manila*(Manalo*et*al.,*2020).*
H3:$Work$motivation$has$a$significant$effect$on$turnover$intention$
Table*3*shows*the*results*of*the*significance*test*where*the*value*has*a*value*of*0.002,*which*is*
less*than* α* =* 0.05,* then* a* decision*can* be* made* to* Reject* H0.* That* is,* there* is* sufficient* evidence* to*
conclude* that* work* motivation* (b* =-0,339)* can* significantly* reduce* the* desire* of* high* school* and*
vocational* school* PKP* teachers* JIS* to* leave* their* jobs.* Setyanto* and* Hardianto* (2021)* stated* that*
improving* the* physical* and* professional* teaching* environment* would* increase* teacher* work*
motivation,*ultimately*reducing*the*Teacher's*intention.*In*order* to*reduce*teacher*turnover*intentions,*
it* is* essential* to* boost* work* motivation* by* improving* remuneration,* providing* development*
opportunities,*offering*promotion*prospects,*and*enhancing*working*conditions*(Ekabu,*2018).*Work*
motivation*can*also*be*a*moderator*of*the*influence*of*job*satisfaction*on*turnover*intention*(Suharno*
et*al.,*2017b).*
H4:$Work$pressure$has$a$significant$effect$on$turnover$intention$
Table*3*shows*the*results*of*the*significance*test*where*the*value*is* 0.025,*which*is*less*than*α* =*
0.05,*then*a*decision*can*be*made*to*Reject*H0.*That*is,*there*is*sufficient*evidence*to*conclude*that*work*
pressure*(b*=0,287)*can*significantly*increase*turnover*intention*among*teachers*at*JIS*PKP*High*School*
and*Vocational*School.*Work*pressure*is*often*the*cause*of*the*increased*choice*for*employees*in*the*
service*and*services*sector,*such*as*nurses*(Labrague*et*al.,*2020),*doctors*(Lu*et*al.,*2017),*and*airport*
security*officers*(Chung*et*al.,*2017).*It*cannot*be*separated*from*education*sector*employees*such*as*
school*counselors*(Ghandi*et*al.,*2017),*educational*field*consultants*(Arief*et*al.,*2022),*post-doctoral*
International$Journal$of$Asian$Education$,*
Azkiya*Banata
1
,*Nurmala*Katrina*Pandjaitan
2
,*Amir*Tengku*Ramly
3!
IJSSR$Page*2937*
(Dorenkamp*&*Weiß,*2018),*and*teachers*(Butar*Butar,*2019;*Da*Hye*&*Seek,*2021;*Kyoung*&*Seek,*
2021;*Poeh*&*Soehari,*2017;*Prasetya,*2021b;*Saragih,*2021;*Yang*et*al.,*2018).*
Work*pressure*in*the*form*of*workload,*conflict*with*superiors,*and*friction*with*colleagues*are*
related* to* matters* of* turnover* intention* (Lee* &* Kim,* 2020).* At* the* teacher* level,* the* type* of* work*
pressure*that*leads*to*turnover*intention*can*be*burnout,*the*consequence*of*stress*or*technology*(Califf*
&*Brooks,*2020),*burnout*psychological*stress*due*to*work*pressure*(Hwang*and*Lee*2021),*work*stress*
resulting*from*organizational*incivility*(Da*Hye*&*Seek,*2021),*role*stress*in*the*form*of*role*conflict,*
role*ambiguity,*overload*role*both*quantitatively*and*qualitatively*(Yang*et*al.,*2018).*As*for*reducing*
the*influence*of*work*pressure*on*turnover*intention,*teachers*can*do*this*by*increasing*their*sense*of*
gratitude*(Da*Hye*&*Seek,*2021;*Kyoung*&*Seek,*2021)*and*subjective*well-being*in*the*form*of*a*sense*
of*happiness*(Yang*et*al.,*2018).*
H5:$Organizational$commitment$has$a$significant$effect$on$turnover$intention"
Table*3*shows*the*results*of*the*significance*test*where*the*value*is* 0.041,*which*is*less*than*α* =*
0.05,*then* a*decision* can* be*made* to*Reject* H0.* That*is,* there*is* sufficient*evidence* to*conclude* that*
organizational*commitment*(b*=-0,268)*can*significantly*reduce*the*desire*of*teachers*at*SMA*and*SMK%
PKP*JIS*to*leave*their*jobs.*This*is*in*line*with*research*on*university*academics*(Alzubi*2018),*teachers*
(Dwiyanti*et*al.,*2022),*and*managers*in*the*pharmaceutical*industry*(Mahfudhoh*et*al.,*2023).*
One*of*the*things*that*indicates*a*lack*of*organizational*comm itment*by*teachers*can*trigger*this*
turnover*intention*is*the*feeling*of*being*stuck*in*the*same*situation,*the*desire*to*try*new*things,*and*
the* lack* of* opportunities* for* career* advancement.* These* experiences* also* impacted* teachers'*
perceptions* of* professional* identity:* optimism* and* hope* were* gradually* replaced* by* pessimism* and*
cynicism*towards*the*profession*and,*in*turn,*resulted*in*frustration*between*future*career*aspirations*
and*everyday*realities.*As*a*result,*a*lack*of*commitment*leads*to*considering*a*new*career,*study,*or*
retirement*(Räsänen*et*al.,*2020).*
Appropriate*personal*selection,*performance*evaluation*techniques,*promotion*opportunities,*
training*and*development,*career*opportunities,*and*talent*management,*as*well*as*functional*virtues*
such*as*strong*communication,*trust,*and*fairness,*will*not*only*strengthen*organizational*commitment*
but*also*attract*talented*individuals*into*the*organization*and*ensure*retention*employees*(Guzeller*&*
Celiker,* 2020).* Organizational* commitment* can* be* increased* by* managing* job* satisfaction,* work*
pressure,*and*burnout*(Wang*et*al.,*2020).*
$
CONCLUSION)
This*research*highlights*the*intricate*relationship*between* m otivation,*job*stress,*organizational*
commitment,*and*turnover*intention*among*high*school*and*vocational*school*teachers*at*PKP*Jakarta*
Islamic*School.* The*findings* emphasize* the*significance* of*enhancing* teachers'* work* motivation* and*
organizational*commitment*while*alleviating*perceived*work*pressure*to*mitigate*turnover*intentions.*
It* is* recommended* that* school* management* conducts* regular* evaluations,* including* income*
adjustments,*career*path*clarifications,*and*the*creation*of*a*healthy*work*environment.*By*addressing*
these*factors,*the*teaching*profession*can*be*transformed*into*a*secure,*stable,*and*fulfilling*occupation,*
fostering* self-actualization* for* everyone.* The* research* outcomes* serve* as* a* valuable* foundation* for*
decision-making* to* prevent* significant* turnover* in* the* upcoming* school* year* and* can* inform* the*
development*of*teacher*retention*strategies*at*SMA%and*SMK%PKP*Jakarta*Islamic*School.*
*
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Copyright$holder:$
Azkiya*Banata,*Nurmala*Katrina*Pandjaitan,*Amir*Tengku*Ramly*(2023)*
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First$publication$rights:$
International*Journal*of*Social*Service*and*Research*(IJSSR)*
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This$article$is$licensed$under:$
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