Research Article
The Influence of Transformational Leadership, Intrinsic Motivation, and Job Satisfaction on Affective Commitments of State Vocational Teachers In West Nias Regency
@INPROCEEDINGS{10.4108/eai.3-11-2018.2285611, author={Jusup Debataraja and Sukarman Purba and Wesly Hutabarat}, title={The Influence of Transformational Leadership, Intrinsic Motivation, and Job Satisfaction on Affective Commitments of State Vocational Teachers In West Nias Regency}, proceedings={Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia}, publisher={EAI}, proceedings_a={ACEIVE}, year={2019}, month={7}, keywords={transformational leadership instrinsic motivation job satisfaction affective commitment}, doi={10.4108/eai.3-11-2018.2285611} }- Jusup Debataraja
Sukarman Purba
Wesly Hutabarat
Year: 2019
The Influence of Transformational Leadership, Intrinsic Motivation, and Job Satisfaction on Affective Commitments of State Vocational Teachers In West Nias Regency
ACEIVE
EAI
DOI: 10.4108/eai.3-11-2018.2285611
Abstract
The purpose of this study was to determine the influnce of transformational leadership on teacher job satisfaction, intrinsic motivation on teacher job satisfaction, transformational leadership on teacher affective commitment, intrinsic motivation on teacher affective commitment, and job satisfaction on teacher affective commitment in state vocational schools. West Nias Regency. This research was conducted at State Vocational Schools in West Nias Regency. The study population was 160 teachers and to determine the number of samples used Issac and Michael tables, as many as 110 people with proportional random sampling technique. Data collection was carried out using a questionnaire, after the first trial was conducted. The data analysis technique used consisted of descriptive analysis, requirements analysis test, and path analysis with a significance level of α of 0.05. The results showed that transformational leadership was directly positive towards job satisfaction, instrinsic motivation had a direct positive effect on job satisfaction, transformational leadership was directly positive towards affective commitment, instrinsic motivation had a direct positive effect on affective commitment and job satisfaction had a direct effect on teacher affective commitments. To reduce the affective commitment the teacher can be done by increasing transformational leadership, instrinsic motivation and teacher’s job satisfaction.
