The Influences of Organization Development, Leadership, Motivation and Communication Toward Work Motivation and Its Implications Toward Teachers’ Commitment at Islamic Boarding School In Cilacap Regency
Bibliographic record
Abstract
Islamic boarding school institution is one of the oldest institutions in Indonesia, but its development is slower when it’s compared to other institutions. Researcher realizes that it is important to analyze the influence of organizational development, leadership and communication toward employee motivation, and its implication toward the teachers’ commitment at Islamic boarding school in Cilacap. To test the model and hypotheses, researcher uses the analysis of Structural Equation Model (SEM). Furthermore, to estimate the model, the author uses the program Analysis of Moment Structures (AMOS). Based on the research from Islamic boarding school teachers in Cilacap regency, it could be concluded that (1) organizational development, leadership, and communication give positive and significant impact on work motivation, either partially or simultaneously, (2) organizational development, leadership, communication, and work motivation give positive and significant impact on the commitment of Islamic boarding school teachers, either partially or simultaneously. Results of this study recommends that the commitment of Islamic boarding school teachers can be improved by motivating teachers in internal dimensions, especially those associated with the indicator in the form of an appreciation of their competences or scholarships.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".