Principal Managerial Competence Effect in [602577]

Principal Managerial Competence Effect in
Developing Cultural Organization and Job
Satisfaction MTs Teacher in Jambi
Alius1, Hamzah1, Kompri1 and Dr. Maisah, M.Pd.I2
1 Doctor Candidat: [anonimizat]
2 Postgraduate Lecture in Institute Agama Islam Negeri Sulthan Thaha Saefuddin (IAIN STS) Jambi

Abstract: The quality and success of teachers in performing their duties very influenced by some key variables, namely:
the principal managerial competencies, organizational culture and job satisfaction of teachers. Therefore, these three
variables should receive serious attention from various parties to ensure quality e ducation. MTS is one of the organizations
at the level of secondary education -based religion (Islam). Thus coaching junior teachers is something that is very
important to create high -quality graduates. Research with quantitative approach with a survey meth od that involves 12
MTs principals and 40 teachers MTs in Jambi found that: (1) there is a direct effect of the positive and significant
correlation between managerial competencies principals (X) of organizational culture (Y1) in the environment MTs in the
city of Jambi. With 37.578 F cal being F table 3.90 at 0.05 probability. Therefore H0 is rejected and H1 accepted, (2) there is
no direct effect positive and significant correlation between managerial competences of principals (X) to job satisfaction of
teachers (Y2) in the MTs in the city of Jambi. With 18.656 F cal being F tabel probability of 0.05 is 3.90, therefore H0 and H1
rejected. With these results it is suggested policy makers in the department of religion of Islam and the stakeholders in the
neighb orhood MTs in Jambi need to take concrete steps to ensure that their schools have a culture and values that
guarantee the existence of MTs in Jambi times next to the level of job satisfaction of a good teacher.
Keywords: managerial ability of principals, organizational culture, job satisfaction, MTs.

1. Introduction
The quality or the quality of an education is
influenced by various factors. Several factors
influence the quality of education include: input (the
student), the educational process, output or
graduates, teachers, facilities and infrastructure and
the money is available and performing well.
However, of those components which contribute
more educators are qualified or quality that is
capable of responding to the challenges quic kly and
responsibility. A teacher demanded to be able to
contribute greatly to the educational environment of
the school, especially in terms of learning. Guru
holds a central role in the learning process, to the
quality of education in an educational inst itution
greatly determined by the ability possessed by a
teacher in carrying out its duties. In short, the teacher
is a very important component in determining the
quality of education in s chools/ madrasah, and this
shows that the professionalism of a teach er to
determine the quality of education.
The quality and success of teachers in performing
their duties very influenced by some key variables,
namely: the principal managerial competencies,
organizational culture and job satisfaction of
teachers themselve s. Therefore, these three variables
should receive serious attention from various parties
to ensure quality education.

Managerial competence Principal.
In Indonesian Dictionary, competence is the
authority or power to determine or decide
something. According to Spencer (1993)
competence is a basic his characteristics and indicate
how to behave or think, likens the situation and
support for a long period of time. Zwell (2000) stat es
that competence is an ability to perform or do a job
that is based on skills and knowledge and supported
work attitude demanded by the job. While according
Wibowo (2009) competencies are individual
characteristics that underlie performance or
behavior a t work.

Referring to the definition above, it can be
understood that competence is a rational behavior to
achieve the objectives required in accordance with
the conditions expected. In order to do something at
work, people must have the ability in the for m of
knowledge, attitudes, and skills in accordance with
the field work.

Associated with managerial com petence Zwell
(2000) men tioned that managerial competencies are
specifically related to the management, supervision
and development of others. Manageria l
competencies include: motivate, empower and
develop others. The same thing was also conveyed
by Sutopo (1999) that the management function
includes the following activities: (a) planning
(budgeting , programming, decision making,

forecasting), (b) organiz ing (structuring, assembling
resources, staffing), (c) the mobilization
(coordinating, directing, commanding, motivating,
leading, motivating), and (d) surveillance
(monitoring, evaluating, reporting).
At the National Education Minister Regulation No.
13 of 2007 states that a school principal should have
five competencies. The fifth of these competencies
are: (1) personal competence, (2) managerial
competence, (3) entrepreneurial competencies: (4)
competence Supervision, (5) social competence.
Managerial c ompetencies associated with school
principals, according Sudrajat (2012) elaborated /
developed as follows:
1) Ability to prepare school planning for different
levels of planning, in this case a school principal
is required to have expertise include the
following: (a) master planning theory and the
entire national education policy as a cornerstone
in the planning of schools, both strategic
planning, operational planning, annual planning,
as well as plans budget revenue and expenditure
of the school, (b) abl e to prepare strategic school
development plan based on the entire national
education policies, through an approach,
strategic and process of strategic planning is to
uphold the principles of the preparation of the
strategic plan well, (c) able to plan ope rational
development of the school is based to a whole
strategic plan has been prepared, through an
approach, strategic, and process of planning is to
uphold the principles of the preparation of
operational plans are good, (d) is able to draw up
an annual plan of school development is based to
a whole operational plan has been drawn up ,
through an approach, strategic, and the process
of drafting annual plans that adhere to the
principles of annual planning well, (e) be able to
planning school budget is bas ed on the overall
annual plan has been prepared, through an
approach, strategic and planning process school
budget was good, (f) capable of planning a
program of activities based on the overall annual
plan, approach, strategy, and process of planning
a pro gram of activities that uphold the principles
of planning a good, (g) able to prepare proposals
through approach , strategies, and processes of
planning a program of activities that uphold the
principles of a good proposal.
2) Mastering the theory and the entire national
education policy in the organization of the
institutional school in organizing the
institutional and program incidental school: (a)
be able to develop formal organizational
structure of institutional schools effectively and
efficiently in a ccordance with the needs
approach, strategy, and the process of organizing
a good, ( b) able to develop a description of the
duties and functions of each unit through
approaches, strategies, and processes good organization, (c) placing personnel in
accorda nce with the requirements, (d) are able to
develop standard operating procedures for
implementing the basic tasks and functions of
each unit through approaches, strategies, and
processes good org anization, (e) capable to do
placement of teachers and educat ion personnel in
accordance with the principles of the right
qualifications, the right amount and the right of
distribution, (f) capable of developing a variety
of informal organization of schools that are
effective in supporting the implementation of the
organization formal schools and at the same time
fulfilling the needs, interests and talents of
individual education and educators.
3) Ability to lead teachers and staff in order to
empower human resources optimally: (a) is able
to communicate the vision, mission, goals,
objectives and strategic program of the school to
the entire faculty and staff, (b) capable of
coordinating teachers and staff in realizing the
overall plan for get a vision, mission, goals and
objectives of the school, (c) be able to
commu nicate, provide guidance assignment, and
motivate teachers and staff to carry out the duties
and functions of each in accordance with
standard operating procedures have been
established, (d) capable build teamwork between
teachers, staff, and between teach ers and staff in
promoting the school, (e) is able to equip
teachers and staff with the skills of professionals
to enable them to see for themselves what they
do according to the duties and functions of each,
(f ) is able to equip staff with skills so they can
see for themselves what needs to be refurbished
to their progress, (g) be able to lead a meeting
with the teachers, staff, parents and school
committee, (h) is able to make decisions using
the right strategy, (i) be abl e to apply conflict
management.
4) Ability to manage teachers and staff in the context
of performance is use of human resources in an
optimal: (a) be able to plan the needs of teachers
and staff based on the school development plan,
(b) able to carry out the recruitment and selection
of teachers and staff in accordance with the level
of authority possessed by the school , (c) manage
activities, coaching and professional
development of teachers and staff, (d) is able to
carry out the transfer and promotion of teachers
and staff in accordan ce with the competencies of
principals, (e) capable of managing
administration welfare to teachers and staff in
accordance with their capabilities and abilities
school.

Related to the functioning of the principal as a
manager, Stoner (1982) suggested that the presence
of the manager in an organization is necessary.
According to Stoner last eight functions of a

manager is to be implemente d in a organ ization
namely: (1) wor k and through others, (2) the time
and limited resources to face various problems, (3)
responsible, (4) think realistic and conceptual, (5) is
the mediator, (6) is a political, (7) is a diplomat, (8)
a difficult decision. Therefore, principals should
have four main competencies and skills in
managerial organization, which makes planning
skills, organizational skills resource, conducting
skills, and skills to control and evaluation.
Referring to the concept of managerial
competencies as outlined above, ther e are three
important things that need to be considered by the
principal as a manager, namely: (1) process, is a way
of systemic doing things, (2) resources of schools,
including funds, equipment, information, and human
resources, each of which serves as t hinkers,
planners, perpetrators and supporters to achieve the
objective (3) achieving organizational goals
predetermined.

Organizational culture
Etymologically, the organizational culture consists
of two words, namely culture and organization.
Culture is a set of values, guiding beliefs of a thing,
understanding and way of thinking are brought
together by the members of the organization and
accepted by the new member. Thus the cultural
elements, among others: knowledge, belief, art,
morals, law, customs, b ehaviors/ practices (norms)
of society, the basic assumption s, the value system,
learning/ inheritance, problems of external
adaptation and internal integration. While the
organization is an established system of a group of
people working together to achieve a common goal,
via a ladder and division. The elements of the
organization, among others: a group of people,
cooperation, common goals, coordinate system, the
division of tasks and responsibilities, organizational
resources. Thus the culture of the organi zation is the
application of values in a society that is concerned,
working under the auspices of an organization
(Hofstede: 1994).

According Sobirin (2007) in the academic
terminology, "organizational culture" is a construct,
which is an abstraction of a phenomenon that can be
observed from many dimensions. So many experts
of social sciences and management has not had a
"communal opinio" on the definition of
organizational culture. They define the terminology
from a variety of perspectives and dimension s.
According to Schein (2004), organizational culture
is a pattern of basic assumptions were explored,
discovered and developed by a group of people as
they learn to cope with the problem of adaptation
external and internal integration, which has been
show n to function properly and therefore assumed to
be true, so the pattern is taught the new members of
the organization as the correct way to perceive, think and act to overcome these problems. Therefore Deal
and Kennedy (1982) give a statement "… emphasiz e
the more visible levels of culture (heroes, rites,
rituals, legends and ceremonies) Because it is
Reviews These attributes they believe shape
behavior .." is the level of culture (which in the form
of heroic values, rites, rituals, legends and
ceremonies ) because they believe these attributes
shaping behavior.

Organizational culture positive school may also
affect the implementation of high quality education
and moral formation and a positive attitude for all
personnel in educational institutions. This c ondition
is very supportive of high learning achievement. The
school principal has the primary responsibility
within the framework of the arrangement of the
organizational culture of the school. This is in
accordance with the Judge (2011) organizational
culture has a positive relationship with the
employee's performance on the level of integration.
This is as the result of research Gonza'lez, Garazo,
Teresa Garcia (2006) states that a strong
organizational culture within an organization create
goals, motiva tion, and control the effective
organization for grabbing the attention of many
people to focus on the unity of movement and action.
Perspective organizational experts also said that a
strong organizational culture led to a strong
performance, but on the c ontrary, there was a well,
a strong performance could help create a strong
culture (Scein: 1994).

Based on the study above, it is understood that
organizational culture is a common agreement on
shared values in the life of the organization and
binding o n everyone in the organization concerned.
Therefore, the culture of the organization will
determine what should and should not be done by
the members of the organization are: determining
the boundaries of normative behavior of members of
the organization, determine the nature and forms of
control and supervision of the organization,
determining managerial style that can be accepted
by the members organizations, determined the
means proper work, and so forth.

Job satisfaction
Everyone who works expect deriv e satisfaction from
work. Basically the job satisfaction is an individual
thing for each individual will have a level of
satisfaction varies in accordance with the values
prevailing in every individual. The more aspects of
the work in accordance with the wishes of
individuals, the higher the perceived level of
satisfaction. According Kreitner and Kinicki (2005)
job satisfaction is "an effective or emotional
response to various aspects of the job". Davis and
Newstrom (1984) described "job satisfaction is a set
of unpleasant feeling whether or not an employee of

their work". According to Robbins (2009) job
satisfaction is "the general attitude towards the work
of someone who shows the difference between the
number of awards received by workers and the
amount they believe they should receive".
Job satisfaction is an affective or emotional
responses to the various facets or aspects of a
person's job so that job satisfaction is not a single
concept. A person can be relatively satisfied with
one aspect of the job and not be satisfied with one or
more other aspects. Job satisfaction is a positive
attitude towards his job workers, which comes under
the assessment of the employment situation. The
assessment can be performed on one work, the
assessment is as respect i n achieving one of the
important values in the work. A disgruntled
employee works more like than not like the
situation.

There are five factors that can affect job satisfaction
according to Kreitner and Kinicki (2005) is as
follows: (1) the fulfillment, satisfaction is
determined by the level of job characteristics give
the individual an opportunity to meet their needs, (2)
the difference, satisfaction is the result meets
expectations , Fulfillment of expectations reflects
the difference between what is expected and what is
earned by individuals from their jobs, (3) the
achievement of value, satisfaction is the result of the
perception of the job of giving the fulfillment of the
value of individual work are important, (4) justice,
satisfaction is a functi on of how fairly people were
treated in workplace, (5) a genetic component, job
satisfaction is a function of personal characteristics
and genetic factors. This implies a difference in the
individual nature of significant importan ce to
explain job satisfaction apart characteristics of the
work environment.

Additionally, Kreitner and Kinicki (2005) the cause
of job satisfaction, another factors that determinants
of job satisfaction, namely: (1) the work itself, every
job requires a certain skill in accordance with their
respective fields, so it is difficult or not an
occupation and feelings someone that the expertise
required to perform such work, wi ll increase or
decrease satisfaction, (2) the relationship with the
boss (supervision), leadership consistently related to
job satisfaction is tolerance, (3) a coworker,
coworkers are the factors related to the relationship
between employees and their supe riors and the other
employees of either the same or a different type of
work, (4) the promotion, the promotion is a factor
related to whether there is an opportunity to gain
career advancement during the work, (5) the salary
or wages, a factor of fulfillme nt employee life
deemed worthy or not.

According to S. Rahma (2013), increased job
satisfaction can be done in the following way: 1) Make changes to the structure of the work, for
example by rotation of the work, which is a system
of work changes from one type of task to another
(that is tailored to the job description). The second
way to do is by division, or an extension of the work
as an extra and a variety of work tasks. Practice for
workers who receive additional tasks and varied in
an effort to make them feel that they are more than
just members of the organization.
2) Make changes to the structure of payment, change
the payment system is done based on his expertise,
and namely payment where workers are paid based
on their knowledge and skills rather than his position
in the company. The second payment is done based
services, payment system where workers are paid
based on its performance, financial achievement of
workers based on the results achieved by the
individuals thems elves. The third payment based on
the group's success (profits distributed to all
members of the group).
3) Providing a flexible work schedule, to give
control to the workers of the daily work of them,
which is very important for those working in
congested areas, where workers are no t able to work
on time or for those who have a responsibility in
children, The second way is with the scheduling
system in which a worker running a number of
special hours per week, but still have the flexibility
of when to begin and end the job.
4) Hold a program that supports it, the company held
a perceived programs can improve employee job
satisfaction, such as; health centers, profit sharing,
and employee sponsored child care.

B. Methods
The research was conducted in the city of Jambi
with the aim to determine the effect of competence
managerial principals of organizational culture and
job satisfaction of teachers MTs in the city of Jambi.
Thus the research was conducted on MTs in the ci ty
of Jambi.
Having regard to the objectives to be achieved in this
study, this study used a quantitative approach to
make verification of research hypothesis. The
method used is survey method through a causal
relationship. This method was chosen because i t
allows the holding of a broader study with the causal
relationship between the variables studied.
In this study, the population is the principal and
teachers of MTs in the city of Jambi. To determine
how many samples are taken, the formula used
McClave a s follows:
Sx
SE = ——————
1 + N (e)2
Where:
SE: Number of samples taken
Sx: Number of total population
N: Number

Sampling trials will be conducted by means of
random sampling, the entire population is to be
noted the name, then put in a container and will be
drawn randomly. Once the entire sample is obtained,
the sample will be contacted for the survey.
Research with quantitative approach with a survey
method that involves 12 MTs principals and 40
teachers MTs in Jambi .

Data collection techniques used in this study was a
questionnaire instrument. Researchers gave
questionnaires to all the selected sample. The
questionnaire has been sent filled by the respondent.
Respondents' answers to the statements of the four
variables, namely the principal man agerial
competence variable (X), organizational culture
(Y1) and job satisfaction (Y2) measured by scoring.
Instruments developed based on the indicators to be
achieved. Instrument developed is a questionnaire
that would be filled by the respondent.
Measur ements using a five -point scale that starts
from (1) strongly agree, (2) agree, (3) undecided, (4)
disagree, and (5) strongly disagree.
Data processing was performed by descriptive
statistical analysis to present data from each
variable. Based on the scor es obtained, each of the
variables were statistically tested, namely normality
test, homogeneity and linier ity. After these tests
done, the next step is to find the influence of
managerial competencies principals of
organizational culture teacher job satis faction. For
those reasons, then tested the correlation and F test
(test of significance). All statistical tests are
performed using SPSS version 2.0.

3. Data and Discussion
3.1. Data
3.1.1. Normality Test Data
Normality Test Variables Managerial
Competence Headmaster (X) to Cultural
Organization (Y1).
Table 3.1. One-Sample Kolmogorov -Smirnov Test
Managerial
Capabilities
Principal Cultural
Organization
N 177 177
Normal Parametersa,b Mean 105,8983 261,6271
Std.
Deviation 25,14663 27,04619
Most Extreme
Differences Absolute ,060 ,085
Positive ,060 ,040
Negative -,050 -,085
Kolmogorov -Smirnov Z ,798 1,132
Asymp. Sig. (2 -tailed) ,547 ,154
a. Test distribution is Normal.
b. Calculated from data.

Based on Table 3.1 above, it appears that the
significance value (Asymp. Sig. (2 -tailed) for
managerial competence principal is 0.547 while for
the culture of the organization amounted to 0,154.
The significance value> than 0.05. Thus, the data
managerial competencies head school and organizational culture are normally distributed, so
that it can be done in more statistical tests.
Normality Test Variables Managerial
Competence Principal (X) on Job Satisfaction of
Teachers (Y2)
Table . 3.2 One-Sample Kolmogorov -Smirnov Test
Managerial
Capabilities
Principal Job Satisfaction of
Teachers
N 177 177
Normal Parametersa,b Mean 111,6045 261,6271
Std. Deviation 15,14256 27,04619
Most Extreme
Differences Absolute ,047 ,085
Positive ,047 ,040
Negative -,046 -,085
Kolmogorov -Smirnov Z ,630 1,132
Asymp. Sig. (2 -tailed) ,823 ,154
a. Test distribution is Normal.
b. Calculated from data.

Based on the table above, it appears that the
significance value (Asymp. Sig. (2 -tailed) for
managerial competence principal is 0.823 while for
satisfaction amounted to 0,154. The significance
value> than 0.05. Thus, the data principals and managerial comp etencies Job satisfaction normally
distributed so as to do statistical tests are more.
3.1.2. Homogeneity test
Homogeneity Managerial Competence Principal
(X) to Cultural Organization (Y1)
Table 3.3. ANOVA Table (X) Vs Y1)
Sum of Squares df Mean Square F Sig.
Managerial
Competence
Principal (X)*
Cultural
Organization
(Y1)
Between
Groups (Combined) 70371,742 66 1066,239 2,009 ,001
Linearity 22758,371 1 22758,371 42,888 ,000
Deviation from
Linearity 47613,371 65 732,513 1,380 ,068
Within Groups 58371,648 110 530,651
Total 128743,390 176

According to Table 3.3. ANOVA tests above, it can
be seen that the value sig linearity deviation between
the principal managerial competence variable (X) to
the culture of the organization is 0.068. Based
provision that if sig> 0.05 then the data homogeneo us. Therefore, based on the test data on
both variables homogeneous.

Normality Test managerial competence
Principal (X) Vs Teacher Job Satisfaction (Y2)
Table 3.4. ANOVA Table (X Vs Y 2)
Sum of Squares df Mean Square F Sig.
Managerial
competence
Principal (X)
Vs Teacher
job
satisfaction
(Y2) Between
Groups (Combined) 70944,190 75 945,923 1,653 ,009
Linearity 12402,867 1 12402,867 21,673 ,000
Deviation from
Linearity 58541,322 74 791,099 1,382 ,065
Within Groups 57799,200 101 572,269
Total 128743,390 176

Based on Table 3. 4. ANOVA tests above, it can be
seen that the value sig linearity deviation between
the principal variables managerial competencies and
job satisfaction is 0.065. Based provision that if sig>
0.05 then the data homogeneous. Therefore, based
on the test data on both variables are homogeneous.

3.1.3. Correlation
Managerial Competence Principal (X) to
Cultural Organization (Y1)

Table 3.5. Correlations Tes (X Vs Y1)
Managerial
capacity of
principal Cultural
Organizatio
n
Managerial Competence
Principal (X)
Pearson Correlation 1 ,478**
Sig. (2 -tailed) ,000
N 176 176
Cultural Organization
(Y1) Pearson Correlation ,478** 1
Sig. (2-tailed) ,000
N 176 176
**. Correlation is significant at the 0:01 level (2 -tailed).
Based on the significant value with the value
obtained for 0,478 probabilities Sig. (2 -tailed) her
0,000. The probabilities the value < 0.05. Thus, there
is a significant correlation between the dependent
variable (the managerial capacity of principal) with
free variables Organizational Culture. In addition,
under an asterisk (SPSS output) is seen between the two variables have two stars, it shows that both
variables have a significant correlation.

Managerial Competence Principal (X) on Job
Satisfaction (Y2)

Table 3.6. Correlations Tes (X Vs Y2)
Managerial capacity
of principal Teacher job
satisfaction
(Y2)
Managerial
capacity of
principal Pearson Correlation 1 ,333**
Sig. (2 -tailed) ,000
N 176 176
Teacher job
satisfaction
(Y2) Pearson Correlation ,333** 1
Sig. (2 -tailed) ,000
N 176 176
**. Correlation is significant at the 0.01 level (2 -tailed).

According to Table 3.6. Correlations Test (X Vs Y2)
note the significant value of 0.333 with values
obtained probabilities Sig. (2 -tailed) her 0,000. The
probabilities the value < 0.05. Thus, there is a
significant correlation between the dependent
variable (the managerial competence principal) with
the independent variable is job satisfaction. In addition, under an asterisk (SPSS output) is seen
between the two variables have two s tars, it shows
that both variables have a significant correlation.

3.1.4. Regression Test (Effect) and Significance
Managerial competence principals (X) to
Cultural Organization (Y1)
Table 3.7 Model Summary (X Vs Y1)
Model R R Square Adjusted R
Square Std. Error of the Estimate
1 ,420a ,177 ,172 24,610
a. Predictors: (Constant), Managerial capacity of principal

Table 3.7. Model Summary (X Vs Y1) above show
that the price of R is 0.420 with the percentage of
independent variables on the dependent variable is
called coefficient of determination which is the result of squaring the value R. Thus, the influence of
Managerial Competencies to Organizational Culture
17.7 while the remaining 82.3% is affected if other
factors
Table 3.8. ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 22758,371 1 22758,371 37,578 ,000b
Residual 105985,019 175 605,629
Total 128743,390 176
a. Dependent Variable: Cultural Organization
b. Predictors: (Constant), Managerial capacity of principal

Based on Table 3.8 above obtained value F cal 37.578
with significance level (probability) of 0.000. The
probability of <0.05, the regression model can be used to predict the participation variable. In other
words, a significant regression.
Table 3.9. Coefficients
Model Unstandardized Coefficients Standardized
Coefficients t Sig.
B Std. Error Beta
1 (Constant) 198,281 10,498 18,888 ,000
Managerial capacity of
principal ,562 ,092 ,420 6,130 ,000
a. Dependent Variable: Cultural Organization

According to Table 3.9, the regression equation can
be written as:
Y = 198,291+ 0,562X. Column B is called coefficient regression direction
and declared change in average variable Y for any
change in the variable X by one unit. This change

represents an if B is positive and decrease if negative
sign. So, from these equations can explain that:
a). Constants of 198.281 states that if there is no
value then the value of the Trust's participation
amounted to 198.281. b). X regression coefficient of 0.562 states that each
additional 1 trust, then the value of increasing the
participation of 0.562.
Managerial Competence (X) on Job Satisfaction
of Teachers (Y2)
Table 3.10. Model Summary
Model R R Square Adjusted R
Square Std. Error of the Estimate
1 ,310a ,096 ,091 25,784
a. Predictors: (Constant), Managerial Competence

Table 3.10 above shows that the price of R is 0.310
with the large percentage of independent variables
on the dependent variable is called coefficient of
determination which is the result of squaring the value R. Thus, the influence of independent
variable s on the dependent is 9.6% while the
remaining 90, 4% is affected though other factors
.
Table 3.11. ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 12402,867 1 12402,867 18,656 ,000b
Residual 116340,522 175 664,803
Total 128743,390 176
a. Dependent Variable: Job Satisfaction of Teachers
b. Predictors: (Constant), Managerial Competence

Based on the above Table 3.11 earned calculated F
value of 18.656 with a significance level
(probability) of 0.000. The probability is <0.05, then the regression model can be used to predict the
participation variable. In other words, a significant
regress ion.
Table 3.12. Coefficients
Model Unstandardized Coefficients Standardized
Coefficients t Sig.
B Std. Error Beta
1 (Constant) 226,275 8,411 26,902 ,000
Managerial
Competence ,334 ,077 ,310 4,319 ,000
a. Dependent Variable: Job Satisfaction of Teachers

Table 3.12 Based on the above, the regression
equation Y = 226,275+ 0,334X. Thus, the constants
of 226.275 states that if there is no value then the
value of the Trust's participation amounted to 198.281, while the regression coefficient of X by
0.334 stat es that each additional 1 trust, then the
value of increasing the participation of 0.334.

3.2. Discussion
Effect of Managerial Competence Principal (X)
Vs Cultural Organization (Y1)
In a literature review mentioned that the
organizational culture is one of the management
tools to achieve organizational goals. Therefore, it
can be said that the organizational culture is key to
the success of an organization in achieving its goals.
It also mentioned that the cultural elements, among
others: knowledge, belief, art, morals, law, customs,
behaviors / practices (norms) of society, the basic
assumptions, the value system, learning /
inheritance, the problem of external adaptation and
integrat ion internal. While the organization is an
established system of a group of people working
together to achieve a common goal, via a ladder and
division. Hofstede (1994) explains that the
organizational elements include: a collection of people, cooperation, common goals, coordinate
system, the division of tasks and responsibilities,
organizational resources. Thus the culture of the
organization is the application of values in a society
that is concerned, working under the auspices of an
organization.
Referring to the above notions, it is understood that
there is a clear relationship between the principal
managerial competencies with the organization's
culture. The existence of a relationship or correlation
between the two variables can be seen in Table 3.7.
According to Table 3.7 correlation values between
the principal managerial competences of the
Cultural Organization of 0.420 to 37.578 F cal being
Ftable probability of 0.05 is 3.90. The data shows that
the correlation between these two variables is weak.
Thus it can be said that the managerial competence

of the principal less influence on the culture of the
organization. Thus, Ha Ho is rejected and accepted.
Based on the above findings that the managerial
competence of the principal impact of organi zational
culture. Therefore, the school management needs to
pay attention to these two variables is more serious.
The atmosphere is a positive organizational culture
needs to be developed, so as to foster the
performance of teachers in the environment MTs in
the city of Jambi. This is in line with the suggestions
Pattipawae (2011) that the organization should be
seen as a factor that can influence the emergence of
social behavior of an employee organization.
Employees with higher affective commitment has a
strong emotional attachment to the organization.
With the atmosphere conducive Cultural
Organization, will trigger the growth of self –
motivation on every teacher to contribute positively
to the school organization. Therefore the purpose of
organizational c ulture to change attitudes and
behavior of human resources in order to increase
labor productivity can be achieved. Due to
organizational culture can be formed by those
involved with the organization by referring to
organizational ethics, work rules, and o rganizational
structures, the involvement of the entire components
together in an Organization is a necessity. This is
consistent with the view Kotter and Heskett, (1992)
that organizational culture has four important
functions, namely: (1) provide an orga nizational
identity to the members of the organization, (2)
facilitate or facilitate a collective commitment, (3)
increase the stability of the social system and (4)
forming behavior by helping member organizations
have chosen sense of the surroundings. Th erefore,
together with the organizational structure,
organizational culture shaping and control of
organizational behavior and the behavior of its
employees.
In addition, the development of organizational
culture conducive becomes very important
considerin g the variables were highly correlated
with the achievement of organizational goals. This
is as it has been submitted by O'Riordan (2004)
which says that the organization's culture to support
career advancement and development and is a strong
motivational tool.
Construction and development of organizational
culture conducive school environment needs to be
done by considering the properties Cultural
Organization itself. According to Hofstede (1994)
properties of Organizational Culture include: (1) a
thorough and reach the dimension of time, (2)
determined or reflect historical record companies,
(3) are associated with something that is both ritual
and symbolic, (4) is produced and maintained by
groups that together form the organization, (5) fine
and (6) diff icult to change .
With the creation of a conducive atmosphere
Cultural Organization, it is expected that the
environmental performance of MTs in Jambi
increases. Improved performance in each and every
individual who is in MTs in Jambi will certainly
have a p ositive impact on the development of the
school organization in the future.

Effect of Managerial Competence Principal (X)
on Job Satisfaction of Teachers (Y2 ).
The quality of leadership will encourage the birth of
significantly better quality of education that the
school and the students. The statement was in line
with the opinion of the Bush (2008) that the quality
of leadership makes a significant difference to
school and student outcomes. Therefore, leadership
is a very important factor in education.
Job satisfaction is an essential requirement for
individuals to work. Because people feel positively
or negatively influence their work will influence the
success or failure of each individual. This is as it has
been presented by Colquitt, Lepine, and Wesson
(2009) that affect the performance of job
satisfaction. Therefore, job satisfaction is an
important part in achieving the objectives of the
organization, so the existence of job satisfaction
should be given serious attention by the campus
management.
Related to the relationship between the leadership in
this regard is the managerial competence principals
on job satisfaction of teachers, the results of data
analysis as shown in the results of hypothesis testing
shows there is no direct effect positive and
significant correlation between managerial
competencies principals (X) to job satisfaction (Y2)
teacher MTs in the neighborhood in the city of
Jambi. With 18.656 F cal being F table probability of
0.05 is 3.90, therefore H0 and H1 rejected. However,
the corr elation between the two variables is 0.310
(significant). This means shows that the correlation
between managerial competencies principals with
MTs teacher job satisfaction has a strong
relationship but occur indirectly. Thus it can be said
that the princi pal managerial competence correlated
to job satisfaction of teachers MTs but the effect is
not direct.
With the already known correlation between
managerial competencies Job Satisfaction principals
with teachers, the leaders in the MTs in Jambi need
to pay attention to the level of job satisfaction of
teachers. By increasing the level of job satisfaction
of teachers automatically the quality of their work
and productivity in the work environment in the city
of Jambi MTs will be developed well.
To ensure tha t employees and lecturers obtain
satisfaction in the workplace, then the leaders,
especially in the MTs in Jambi need to pay attention
to the factors that influence job satisfaction.
Associated with it Ebru Oguz (2010) stated factors –
factors that can lea d to job satisfaction as follows:

(1) factors among employees, among others, the
relationship between managers and staff, physical
conditions and the employment situation, the
suggestion of a colleague, (2) the individual factors,
which is associated with people's attitude to work,
the age of people at work, gender, (3) factors –
external factors include family circumstances
employer / employee, recreation, education.
Referring to the suggestions of experts in top leaders
in the MTs in Jambi should be able to act and behave
professional that job satisfaction of teachers can be
assured. Therefore, various factors associated with
job satisfaction should be a serious concern in
making policies and other programs.

4. Conclusions and Recommendations
4.1. Conclusion
Based on the description and discussion of the data
analysis a number of conclusions. These conclusions
are as follows:
1. There is a direct effect of the positive and
significant correlation between managerial
competencies principals (X) of org anizational
culture (Y1) in the MTs in the city of Jambi.
With 37.578 F cal being F table 3.90 at 0.05
probability. Therefore H0 is rejected and H1
accepted
2. There is no direct effect positive and significant
correlation between managerial competences of
principals (X) to job satisfaction of teachers (Y2)
in the MTs in the city of Jambi. With 18.656 F cal
being F table probability of 0.05 is 3.90, therefore
H0 and H1 rejected.

5.2. Suggestion
Referring to the discussion that has been described
above, t here are some suggestions that need
attention, both by partners interested in the
environment that is stakeholders MTs in Jambi a nd
readers in general. Some s uggestion include:
1. Referring to some slight positive effect of
variables directly in the environment then the
stakeholders MTs in Jambi need to take concrete
steps to ensure that the school environment with a
culture and values that ensure the existence of MTs
in Jambi future.
2. The environmental policy determinant MTs in
Jambi need cooperate with other parties that the
experts in order to prepare various programs or
policies that enable the creation of organizational
culture and job satisfaction. This is because both
of these variabl es will ensure the creation of a good
working productivity.

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