The effect of transformational leadership, organizational communication and job involvement toward withdrawal behavior
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
The objective of this causal research was to obtain information concerning: 1. the negative effect of leadership transformational toward withdrawal behavior, 2. the negative effect of organizational communication toward withdrawal behavior, 3 the negative effect of job involvement toward withdrawal behavior, 4. the positive effect of transformational leadership toward job involvement, and 5. the positive effect of organizational communication toward job involvement. The research was conducted by SEM method for testing the hypotheses. In this research, state civil apparatus at the Regional Secretariat of the Southeast Sulawesi has been chosen as a unit analysis and 215 samples of employees were selected randomly. The results of the research are as follows: (1) there is a negative effect of leadership transformational toward withdrawal behavior; (2) there is a negative effect of organizational communication toward withdrawal behavior; (3) there is a negative effect of job involvement toward withdrawal behavior; (4) there is a positive effect of transformational leadership toward job involvement; (5) there is a positive effect of organizational communication toward job involvement.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 it