Improving the Quality of Teacher Services by Revitalizing Servant Leadership, Self-Efficacy and Job Satisfaction

Abstract

All children have the right to study and obtain a quality education, at the level of formal or non-formal units. Each teacher is expected to have a good understanding of the diversity of the individual conditions of their students, to be able to provide educational services that are appropriate to the needs and uniqueness of the child. This is following the Ministry of Education Regulation No. 70 of 2009 concerning the Implementation of Inclusive Education. The purpose of education is to educate the nation's life or produce quality human resources, both scientifically, knowledge, skills and personality. Along with the demand for quality education services to overcome the above problems, the government has made many efforts and alternative policies. Some of them are organizing flagship schools, model schools, integrated schools and others. In addition, studies and studies on efforts to improve the quality of education have also been carried out, including the concept of SBM (SchoolBased Management) and school management with environmental perspectives. If the quality of teacher services is low, the learning process is not optimal. As a result, students get their learning not optimal, which means that if students graduate, the quality of student graduation is not as expected in educational goals. For example, the quality of educational services is the main key to realizing achievement in various fields. Without a minimum quality service equivalent to a minimum standard of service in the field of education, it is very difficult to achieve maximum achievement. The results of a preliminary survey of the quality of services to state teachers as many as Abstract: This study aims to determine the effect of servant leadership, self-efficacy and job satisfaction in improving the quality of teacher services. This study uses a correlational research method. The number of samples was 294, and respondents were determined using the Slovin formula from a total population of 1,097 State Junior High School teachers in the City Area of North Jakarta Administration. Sampling is done by proportional random sampling. Data from the results of this study were analyzed using the SITOREM (Scientific Identification Theory to Conduct Operation Research in Education Management)to make recommendations and determine the order of priority for improvements that need to be made. The research data was taken by distributing questionnaires and analyzed using regression analysis and supported by statistical descriptions. Qualitative data were collected using interviews, observation and documentation aimed at identifying qualitative research results. The findings obtained from the study which strengthened the results of this qualitative study are: There is a significant positive relationship and is strengthened by the results of qualitative research between 1). Leadership serves with service quality with a correlation coefficient ry1 = 0.3775 2). Self-efficacy with service quality with a correlation coefficient ry2 = 0.4663, 3). job satisfaction with service quality with a correlation coefficient ry3 = 0.526, 4). Service leadership and selfefficacy together with service quality with a correlation coefficient ry120.450 =, 5). a leadership serves and job satisfaction together with service quality with a correlation coefficient ry130.233=, 6),self-efficacy and job satisfaction together with service quality with a correlation coefficient ry23= 0.220, and 7),servant leadership, self-efficacy and job satisfaction together with service quality with a correlation coefficient ry123= 0.991. Based on the data above, to improve service quality can be done by increasing leadership in serving, self-efficacy and job satisfaction, both individually and together. Not maximally achieving improvement in service quality indicates other factors that affect service quality.