The Effects of Situational Leadership, Work Discipline, and Achievement Motivation on Junior High School Teachers’ Affective Commitment

Education has a critical role in moulding everyone’s mentality; in fact, education has the ability to alter a person’s mindset. Concerning professional teachers in Indonesia, several attempts have been made to raise teacher quality in order to implement the national education system and achieve national education goals. The government has issued Government Regulation (PP) No. 30 of 2019 pertaining to the evaluation of Civil Servants’ work behavior and PNS Performance, Weighting of SKP Values, and Work Behavior of Civil Servants, Appraisal Officers, and PNS Performance Appraisal Team, or methods of assessment, as well as follow-up evaluation in the form of performance reporting, performance rating, performance awards, and sanctions and objections and p
Commitment to the organization has an effect on changes in an employee’s attitude toward work [1]. Organizational commitment consists of three components: (1) a strong desire to join a group, (2) a strong willingness to support the organization, and (3) a firm belief in and acceptance of the organization’s values and aims. [2]. Commitment to the organization is a state of mind in which an employee identifies with the organization and its aims and wishes to remain a member [3]. A good teacher will make a commitment to himself to work diligently and be accountable for his responsibilities. Thus, it can be stated that if instructors are devoted to performing their jobs effectively, they will be more successful than non-committed teachers.
REVIEW OF THE LITERATURE
1.1 Affective Commitment of the Teacher
Greenberg and Baron (1995: 211) define affective commitment as the strength of an individual’s desire to continue working in an organization because they share the organization’s core beliefs and aims. [4]. A person has a strong emotional commitment to the organization because he or she supports the organization’s establishment and wishes to contribute to the organization’s mission. Affective commitment is a measure of a person’s psychological attachment to an organization based on how successfully their sentiments about the organization are expressed [5].
On the basis of the aforementioned theories, it can be concluded that a teacher’s emotional commitment is the attitude demonstrated by the instructor in carrying out his responsibilities with a desire for the greatest results. Affective commitment refers to a person’s emotional behavior and attitude when performing his or her job in a sincere and sincere manner in order to accomplish predefined goals. When a teacher already has an affective commitment to the organization, the teacher develops a sense of confidence in his or her ability to accomplish school goals as a teacher. Given the elements influencing affective commitment discussed previously, it can be concluded that the indicators of affective commitment in this study are: (1) teacher trust in the organization, (2) a sense of belonging in the organization, (3) respect, and (4) high school loyalty.
1.2 Contextual Leadership
Situational leadership is leadership that is centered on the followers’ readiness [6]. The quantity of instructions and directions given by the leader, the degree of emotional support offered by the leader, and the level of preparation or maturity demonstrated by followers to perform specific duties, functions, or goals are all examples of situational leadership [7].
From the aforementioned perspectives, it can be concluded that leadership is situational when it refers to the guidance, direction, and emotional support offered by the leadership to its members in the performance of certain activities, functions, or goals. Situational leadership is an effective type of leadership that adapts to the members’ readiness, maturity, and habits. Given the elements influencing situational leadership discussed above, it can be inferred in this study that The primary markers of situational leadership are (1) notification and (2) consultation. (3) involvement (3) delegated authority
1.3 Contextual Leadership
Work discipline is a state of affairs that compels or encourages employees to act and do all tasks in accordance with specified standards or laws [8]. Discipline is a force that develops within individuals and compels them to adjust voluntarily to decisions, regulations, and work and conduct standards.
On the basis of the expert opinions above, it can be concluded that work discipline is a condition that encourages employees to act and carry out all actions in accordance with established norms or regulations, both written and unwritten, with a willingness and willingness to comply. Work discipline is a strength that employees build in order to adapt to their circumstances. The study revealed that the elements affecting work discipline are as follows: (1) always being on time (2) showing concern for employees (3) constantly using working hours effectively and efficiently (4) employee capabilities (5) having a good morale (6) always being creative and original at work.
2.4 Motivation for Achievement
Achievement motivation is an internal desire to overcome all barriers and challenges in the pursuit of goals [9]. The motivation for achievement is the desire to excel, to excel according to a set of norms, to strive for success [10]. Robbins points out that some people have an intense desire to succeed. They strive for personal fulfillment, not merely for the sake of accomplishment. They aspire to do something better than what has previously been accomplished.
According to the ideas discussed above, the teacher’s achievement motivation is an internal drive to conquer all barriers and challenges, the desire to excel, to succeed, to strive for success in reaching goals. Achievement motivation is the internal drive of an individual that represents the importance of achievement and worth to that individual. It may be inferred that the elements affecting achievement motivation can be quantified using the following indicators: (1) a desire to excel; (2) a belief in achievement; (3) a willingness to work hard and be proud of the outcomes accomplished; (4) a willingness to seek feedback on any work; and (5) an openness to receiving comments from others.