PENGARUH KUALITAS LAYANAN TERHADAP LOYALITAS GURU DENGAN KEPUASAN KERJA SEBAGAI VARIABEL INTERVENING DI SEKOLAH ISLAM TERPADU (SIT)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study is to determine the effect of service quality and job satisfaction on the loyalty of teachers and employees in the Integrated Islamic School, using path analysis test using pathPLS 3.0, which is a causal step (path of coefficient) strategy, this model aims to determine the direct and indirect set of independent variables (exogenous) to the dependent variable (endogenous), path keofisien value or the magnitude of the relationship or the effect of latent constructs carried out by the Bootrapping procedure measurement results show significant results this means that service quality variables are able to strengthen the variable job satisfaction and loyalty variables. Respondents in this study were teachers and employees of the Integrated Islamic School in the Banyuwangi Regency area, which amounted to 145 samples using non probability sampling techniques with a purposive sampling approach. The results showed that service quality has a significant direct effect as well as through job satisfaction as a mediator of loyalty. It is known that the indirect effect of the job satisfaction variable as mediator on loyalty variables is stronger than the direct effect of the service quality variable on the loyalty variable.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it