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p- ISSN 2963-3648- e-ISSN 2964-8653
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MODELING AND OPTIMIZATION OF STRENGTHENING
SERVANT LEADERSHIP
Andi Hermawan1, Sri Setyaningsih2,
Soewarto Hardhienata3
Universitas Pakuan, Bogor, Indonesia1,2,3
E-mail: [email protected]1,
[email protected]2,
[email protected]3
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INFO
ARTIKEL
Received:
November 1st, 2022
Revised:
November 5th, 2022
Approved:
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ABSTRACT
This study aims to produce strategies and ways to strengthen
service leadership by analyzing the effect of other variables on servant
leadership. The other variables are adversity intelligence, proactive
personality, work commitment, team work and work motivation. The research
begins by conducting qualitative research to explore factors that are thought
to have a positive and dominant influence on the resources to be
strengthened. Based on the factors or variables found, the constellation of
the effects of these variables on the resources will be strengthened so as to
produce research hypotheses.The research hypothesis at the qualitative
research stage is then tested using path analysis at the quantitative
research stage. The informants in the qualitative research were 16 (sixteen)
principals from vocational schools who were the sample sources of research
data. Based on the results of the analysis, discussion of research results
and hypotheses that have been tested, it can be concluded as follows:
Strengthening service leadership can be done by developing adversity
intelligence, proactive personality, and teamwork as exogenous variables by
increasing commitment to the organization and work motivation as intervening
variables. From the qualitative research conducted, it was found that other
variables that have a positive and dominant influence on service leadership,
namely adversity intelligence, proactive personality, teamwork, commitment to
the organization and work motivation
Key Word: Servant
Leadership; Adversity Intelligence; Proactice Personality; Team work;
Organizational Commitment; Work Motivation
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This work is licensed under a
Creative Commons Attribution-ShareAlike 4.0 International
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INTRODUCTION
National development through education
aims to educate the nation's life and develop Indonesian people as a whole,
namely humans who believe and are devoted to God Almighty, have noble
character, have knowledge, are skilled, physically and mentally healthy, have
personality, are independent, and have a sense of responsibility in build
society, nation and state (Saputra, 2018). The government's
efforts in advancing education in Indonesia continue to be carried out on an
ongoing basis (Shaturaev, 2021). One of them is
reforming the principal duties of the principal as a leader in the school. The
principal is a strategic key in achieving educational goals (Poon-McBrayer,
2017)
. The quality of the school depends on the principal, how the principal carries
out his duties and functions as a leader in the education unit. The facts are
generated based on the results of a preliminary survey using a questionnaire,
it can be concluded as follows (Roitsch et al.,
2021):
1.
There
are 47% of principals who have not shown humility behavior, which can be seen
from the principal providing opportunities for teachers and education staff to
develop their potential to improve the quality of learning and principals
involving teachers and education personnel in planning and carry out
organizational goals
2.
There
are 41% of school principals who have not shown, compassionate behavior
(compassion), which can be seen from the principal cares about the feelings of
teachers and education staff so that they can provide valuable solutions and
the principal prioritizes the interests of others rather than himself.
3.
There
are 48% of school principals who have not shown Accountability behavior, which
can be seen from the principal's transparency in carrying out their work and
the Principal asking teachers and education staff to be responsible for their
work.
4.
There
are 47% of principals who have not shown courage (courage), which can be seen
from the principal being open to taking risks against the policies he takes and
the principal having the courage to defend what is morally right.
5.
There
are 50% of school principals who have not shown Integrity behavior, which can
be seen from the principal being honest in carrying out his work duties and the
principal acting ethically in accordance with the generally agreed principles
of behavior.
6.
There
are 58% of school principals who have not shown listening behavior, which can
be seen from the principal listening actively to what is said by teachers and
education staff related to school progress and the principal providing time for
reflection on school work programs and established policy.
Preliminary survey results indicate
that leadership in serving principals at private vocational schools in Bogor
Regency still needs to be strengthened. With these initial findings, it is
necessary to pursue a more in-depth study to uncover and analyze what factors
influence leadership to serve principals so that improvements and reinforcement
can be made (Day et al., 2016).
Strengthening leadership serving
principals produces principals who are responsible and open and have a strong
desire to continue learning from others (display authenticity), principals who
provide future perspectives by initiating and taking initiatives (provide
leadership), principals who are able to find and provide solutions. of every
problem (persuasive mapping), principals who have a vision and inspire for
future progress (visionary), principals who easily understand the situation and
the implications of the situation/wise (wisdom), principals who are humble and
can place achievements and member talents in the right perspective (share
leadership), principals who are quick to take action, not only with good
intentions or good intentions but more than that because they care about others
(altruistic calling), principals who have empathy / align themselves / are
sensitive to other people's feelings and thoughts (emotional adling), and
principals who focus on motivating and developing their subordinates (develop
people) (Schleicher, 2012).
RESEARCH
METHOD
In
this method, the research begins by conducting qualitative research to explore
factors that are thought to have a positive and dominant influence on the
resources to be strengthened. Based on the factors or variables found, the
constellation of the effects of these variables on the resources will be
strengthened so as to produce research hypotheses (Hermawan
et al., 2021a).
The research
hypothesis at the qualitative research stage is then tested using path analysis
at the quantitative research stage. Based on the findings from the path
analysis, indicator analysis is then carried out using the SITOREM method to
determine the priority order for handling indicators that are still weak and
notify indicators that are good to be maintained or developed
(Zaremohzzabieh et al., 2019).
The
informants in the qualitative research were 16 (sixteen) principals from
vocational schools who were the sample sources of research data. The
determination of the principal as an informant is based on the assumption that
the principal is the person who knows best about the conditions of service
leadership in their respective schools and the factors that influence it. The
framework of thinking can be interpreted as a description of the researcher's
line of thinking that provides an explanation of the object (variable/focus) of
the problem, why the researcher has assumptions as stated in the research
hypothesis (Ware, 2019).
Figure 1. Research Constellation
with Path Analysis
servant leadership (Y), so that
proactive personality development (X2) can strengthen
X1 = Adversity Intelligence
X2 = Proactive Personality X3 =
Teamwork
X2 = Commitment to Organization X3
= Work Motivation
Y = Servant Leadership
Based on data obtained from
https://dapo.dikdasmen.kemdikbud.go.id which was downloaded on August 3, 2020,
data on the number of private vocational school principals in Bogor Regency was
352 principals, spread over 40 sub-districts (Warsito et al.,
2021). Based on the
framework of thinking that has been described previously and in accordance with
the findings of the research hypothesis at the qualitative research stage, the
research hypothesis at the quantitative research stage is as follows (Bryman,
2017):
1.
There
is a direct positive effect of adversity intelligence (X1) on serving
leadership (Y), so that the development of adversity intelligence (X1) can
strengthen serving leadership (Y).
2.
There
is a direct positive effect of proactive personality (X2) on servant leadership
(Y).
3.
There
is a direct positive influence of teamwork (X3) on servant leadership (Y), so
that teamwork development (X3) can strengthen servant leadership (Y)
4.
There
is a direct positive effect of commitment to the organization (X4) on service
leadership (Y), so that increased commitment to the organization (X4) can
strengthen servant leadership (Y).
5.
There
is a direct positive effect of work motivation (X5) on servant leadership (Y),
so that increasing work motivation (X5) can strengthen servant leadership (Y).
6.
There
is a direct positive influence of adversity intelligence (X1) on commitment to
the organization (X4), so that the development of adversity intelligence (X1)
can increase commitment to the organization (X4).
7.
There
is a direct positive effect of proactive personality (X2) on commitment to the
organization (X4), so that the development of proactive personality (X2) can
increase commitment to the organization (X4).
8.
There
is a direct positive effect of proactive personality (X2) on work motivation
(X5), so that the development of proactive personality (X2) can increase work
motivation (X5).
9.
There
is a direct positive effect of Teamwork (X3) on work motivation (X5), so that
the development of Teamwork (X3) can increase work motivation (X5).
10.
There
is a direct positive effect of adversity intelligence (X1) on proactive
personality (X2), so that the development of adversity intelligence (X1) can
increase proactive personality (X2).
11.
There
is an indirect positive effect of adversity intelligence (X1) on service
leadership (Y) through commitment to the organization (X4), so that the
development of adversity intelligence (X1) can strengthen serving leadership
(Y) through increased commitment to the organization (X4).
12.
There
is an indirect positive effect of proactive personality (X2) on servant
leadership (Y) through commitment to the organization (X4), so that proactive
personality development (X2) can strengthen service leadership (Y) through
increased commitment to the organization (X4).
13.
There
is an indirect positive effect of proactive personality (X2) on service
leadership (Y) through work motivation (X5), so that proactive personality
development (X2) can strengthen service leadership (Y) through increasing work
motivation (X5).
14.
There
is an indirect positive influence of teamwork (X3) on service leadership (Y)
through work motivation (X5), so that teamwork development (X3) can strengthen
service leadership (Y) through increasing work motivation (X5).
RESULT
AND DISCUSSION
After the structural model analysis
has been carried out, the calculation results obtained are used to test the
hypothesis in order to determine the direct and indirect effects between
variables. The proposed hypothesis is concluded by calculating the path
coefficient value and significance for each path studied (Park,
2009).
The
results of the analysis of all proposed hypotheses can be explained as follows:
Table 1. Summary of hypothesis testing
results
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No
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Hypothesis
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Path Coefficient
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Test Statistics
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Decision
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Conclusion
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1.
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Adversity Intelligence (X1) on Servant
Leadership (Y)
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0,204
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H0
:
βY1 ≤ 0
H1
:
βY1 > 0
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H0 rejected
H1 accepted
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Direct Effect
Positive
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2.
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Proactive Personality (X2) towards Servant
Leadership (Y)
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0,212
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H0 : βY2 ≤ 0 H1 : βY2 > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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3.
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Teamwork (X3) towards
Servant Leadership (Y)
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0,171
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H0
:
βY3 ≤ 0
H1
:
βY3 > 0
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H0 rejected
H1
accepted
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Direct Effect
Positive
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4.
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Commitment to
Organization (X4) to Servant Leadership (Y)
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0,207
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H0 : βY4 ≤ 0 H1 : βY4 > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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5.
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Work Motivation (X5)
on Servant Leadership (Y)
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0,203
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H0
:
βY5 ≤ 0
H1
:
βY5 > 0
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H0 rejected
H1
accepted
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Direct Effect
Positive
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6.
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Adversity Intelligence (X1)
on Commitment to Organization (X4)
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0,542
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H0 : βy41 ≤ 0 H1 : β y41 > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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7.
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Proactive Personality (X2) towards Commitment to Organization (X4)
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0,413
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H0 : β y42 ≤ 0 H1 : β y42 > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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8.
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Proactive Personality (X2) on Work Motivation (X5)
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0,417
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H0 : β y52 ≤ 0
H1 : β y52 > 0
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H0 rejected
H1
accepted
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Direct Effect
Positive
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9.
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Teamwork (X3) on Work Motivation (X5)
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0,574
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H0 : β y53 ≤ 0
H1 : β y53 > 0
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H0 rejected
H1
accepted
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Direct Effect
Positive
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10.
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Adversity Intelligence (X1)
on Proactive Personality (X2)
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0,827
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H0 : β y21 ≤ 0 H1 : β y21 > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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11.
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Adversity Intelligence (X1)
on Servant Leadership (Y) through Commitment to Organization (X4)
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0,111
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H0 : βx41y ≤ 0 H1 : βx41y > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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12.
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Proactive Personality (X2) towards Servant Leadership
(Y) through Commitment to Organization (X4)
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0,088
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H0 : βx42y≤ 0 H1 : βx42y > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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13.
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Proactive Personality (X2) towards Servant Leadership
(Y) through Work
Motivation (X5)
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0,088
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H0 : βx52y ≤ 0 H1 : βx52y > 0
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H0 rejected H1 accepted
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Direct Effect Positive
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14.
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Teamwork (X3) on Servant Leadership (Y) through Work Motivation (X5)
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0,098
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H0 : β53Y ≤ 0 H1
: β53Y >
0
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H0
rejected H1 accepted
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Direct Effect Positive
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The
positive relationship between the independent variable and the dependent
variable when viewed from the path analysis, then the relationship is a
functional relationship where service leadership (Y) is formed as a result of
the functioning of the adversity intelligence function (X1), proactive
personality (X2), teamwork (X3) commitment to organization (X4) and work
motivation (X5). Discussion of research results can be described as follows: Direct
positive influence between adversity intelligence variable (X1) on servant
leadership variable (Y)
The
results showed that there was a direct positive influence between adversity
intelligence and serving leadership. Principals who have adversity intelligence
show an increase in serving leadership in achieving school goals. This
consistency makes school principals a role model in school services and
development. This attachment is in accordance with the statement of Stoltz (Hermawan
et al., 2021b)
Adversity intelligence, is interpreted with control related to EQ, namely the
extent to which a person is able to manage future difficulties, then about
origin is closely related to SQ, namely the extent to which a person blames
himself when he finds out that his mistakes have been made. that comes from
himself, or the extent to which a person blames other people or the environment
for being the source of his difficulties and failures. And more importantly,
the extent of the willingness to take responsibility for the mistakes or
failures. This confirms that adversity intelligence is a manifestation of life
skills that encourage service leadership.Previous research has proven that
adversity intelligence has a positive relationship with servant leadership, one
of which is the research of Okorji & Epetuku (2019: 938-945), which
illustrates that there is a very significant relationship (r = 0.395 at p <
0.05) between adversity intelligence (Adversity Intelligence) with serving
leadership (Servant leadership).
Direct
positive effect between proactive personality variable (X2) on servant
leadership variable (Y)
The
results showed that there was a direct positive effect between proactive
personality and serving leadership. Principals who have a proactive personality
show an increase in serving leadership in achieving school goals. This
consistency makes school principals a role model in school services and
development. This attachment is in accordance with the statement of Bateman
& Crant (2003), defining the basic form of proactive personality as someone
who is relatively not pressured by situational forces and someone who
influences environmental changes. Thus, highly proactive people can recognize
opportunities and act on them, demonstrate initiative and persevere in striving
for meaningful change. They transform missions, discover and solve
organizational problems and ultimately use them to influence the world around
them. People who are less proactive act passively and reactively, they tend to
adapt to their surroundings rather than create circumstances. This confirms
that adversity intelligence is a manifestation of life skills that encourage
service leadership.
From
the findings obtained in this study, it can be seen that proactive personality
is a personality that has a tendency to try to take action to influence the
environment, interpreted by identifying opportunities and following up,
Initiative, Action and Hard work until changes occur, so that they are able to
contribute to improving servant leadership.
Direct
positive influence between the teamwork variable (X3) on the service leadership
variable (Y). The results showed that there was a direct positive influence
between teamwork and service leadership. Principals who have teamwork show
increased leadership in serving in achieving school goals. This consistency
makes school principals a role model in school services and development. This
engagement is in accordance with the statement of Duin, Jorn, & DeBower
(2004) which defines "collaboration" as a process in which two or
more people implement and evaluate joint activities. Teamwork is also like an
orchestra that works together to produce beautiful music. If one of the players
plays the wrong instrument, it will cause disharmony. Teamwork will be successful
only if they can eliminate competition and concentrate on differing views and
skills to overcome problems or challenges quickly. This confirms that teamwork
is a manifestation of cooperation with a team that encourages service
leadership.
From
the findings obtained in this study, it can be seen that Teamwork is a group of
individuals to collaborate by influencing each other and contributing
effectively and responsibly in carrying out tasks to achieve common goals. so
as to be able to contribute to improving service leadership. The direct
positive effect between the variables of commitment to the organization (X4) on
the service leadership variable (Y)
The
results showed that there was a direct positive effect between commitment to
the organization and service leadership. Principals who have a work commitment
show an increase in serving leadership in achieving school goals. This
consistency makes school principals a role model in school services and
development. This attachment is in accordance with the statement of Robbins
& Judge (2007). Commitment to the organization is defined as a condition in
which an individual sided with the organization and its goals and desires to
maintain membership in the organization. In other words, commitment to the
organization is an attitude that reflects the loyalty of members to the
organization and the ongoing process in which members of the organization
express their concern for the organization and its success and continuous
progress. This confirms that commitment to the organization is a manifestation
of a firm attitude that encourages service leadership.
This
means that the higher the commitment to the organization, the higher the
serving leadership, and vice versa, the lower the commitment to the
organization, the lower the serving leadership. Thus, the data in the analysis
of this study further support the results of previous studies regarding the
existence of a positive relationship between work commitment and service
leadership. The findings obtained from this study indicate that commitment to
the organization is the desire, attitude and promise of a person seriously to
remain a member of the organization, be disciplined in working and participate
in advancing the organization. Commitment to the organization is interpreted by
the presence of comfort in the organization, loyalty to the organization,
investing abilities in the organization, profits by staying in the organization
and losses associated with leaving the organization, discipline in work and the
obligation to advance the organization, so that commitment to the organization
will affect service leadership.
From
the findings obtained in this study, it can be seen that commitment to the
organization is the desire, attitude and promise of a person seriously to remain
a member of the organization, be disciplined in working and participate in
advancing the organization, so as to be able to contribute to improving service
leadership.
Direct
positive influence between work motivation variable (X5) on service leadership
variable (Y). The results show ed that there was a direct positive influence
between work motivation and service leadership. Principals who have a work
commitment show an increase in serving leadership in achieving school goals.
This consistency makes school principals a role model in school services and
development. This attachment is in accordance with the research of Smith,
Montagko, & Kuzmenko (2004) which shows that servant leadership is directed
to motivate the personal growth of followers or members. The same thing was
stated by Patterson (2003: 97) that servant leadership instills the value of
love for its followers, so that it can affect the motivation that arises in
followers to serve. This confirms that work motivation is a manifestation of a firm
attitude that encourages service leadership.
Based
on the results of hypothesis testing, it shows that there is a functional
relationship between work motivation and service leadership through the
regression equation = 13.58 + 0.61X5, which means that every one unit increase
in the value of work motivation will be followed by an increase in the value of
serving leadership by 0.611 units with a constant value 1.358. The results show
that this equation can be used to predict the level of service leadership based
on work motivation scores
Previous
research has proven that work motivation has a positive influence on servant
leadership, one of which is Pratiwi's research (2019: 85-93), The results of
processing questionnaire data on the path coefficient value, show that servant
leadership has a positive effect on intrinsic motivation with a value of 0.077
. The research concludes that commitment has a significant effect on service
leadership.
This
means that the higher the work motivation, the higher the serving leadership,
and vice versa, the lower the work motivation, the lower the serving
leadership. Thus the data in the analysis of this study further support the
results of previous studies regarding the positive relationship between work
motivation and service leadership. The findings obtained from this study
indicate that work motivation is the level of encouragement, desire and
movement that grows in a person, both from within and outside himself to do a
job with high enthusiasm using all abilities and skills possessed that aim to
for maximum achievement. Work commitment is defined as achievement,
recognition, responsibility, progress, working conditions and organizational
procedures, so that work motivation will affect service leadership.
From
the findings obtained in this study, it can be seen that work motivation is the
desire, attitude and promise of a person seriously to remain a member of the
organization, be disciplined in working and participate in advancing the
organization, so as to be able to contribute to improving service leadership (Latham,
2012).
Direct positive influence between Adversity Intelligence Variables (X1) on
Commitment to Organizations (X4). The results showed that there was a direct
positive effect between adversity intelligence and commitment to the
organization. Principals who have adversity intelligence show increased
commitment to the organization in achieving school goals. This consistency
makes school principals a role model in school services and development. This
attachment is in accordance with the statement of Satterfield, Monahan, &
Seligman (1997: 94) explaining that individuals who respond to difficulties
more constructively are willing to take a lot of risks. Risk is an essential
aspect of climbing. The intended ascent is a person's process of achieving
success. This confirms that adversity intelligence is a manifestation of life
skills that encourage work commitment.
According
to Somaratne, Jayawardena and Perera (2017: 46) that the adversity quotient has
been shown to increase performance levels, leadership styles and practices,
resilience, promotion, retention, optimism, and commitment to change. Adversity
quotient has been shown to increase performance levels, leadership styles and
practices, resilience, promotion, retention, optimism and organizational
commitment. Ease and difficulty is a fact of life that must be faced. As human
beings, we are obliged to do the best we can, to seek the ways of ease and
avoid the doors of trouble. It is important to understand the factors that
create difficulties. It is very important to overcome difficulties according to
the situation and conditions.
This
means that the higher the adversity intelligence, the higher the commitment to
the organization, and vice versa, the lower the adversity intelligence, the
lower the commitment to the organization. Thus, the data in the analysis of
this study further support the results of previous studies regarding the
existence of a positive relationship between adversity intelligence and commitment
to the organization. The findings obtained from this study indicate that
adversity intelligence is a skill possessed by a person in responding to
various difficulties and obstacles faced in carrying out tasks. The
characteristics of adversity intelligence are control over events that cause
difficulties, views on the origin of difficulties, recognition of the
consequences of difficulties, views on the reach and impact of difficulties,
and resistance to adversity, so that adversity intelligence will affect
commitment to the organization.
From
the findings obtained in this study, it can be seen that adversity intelligence
is a skill possessed by a person in responding to various difficulties and
obstacles faced in carrying out tasks so as to be able to contribute to
increasing commitment to the organization. The direct positive effect between
the proactive personality variable (X2) on the commitment variable to the
organization (X4).
The
results showed that there was a direct positive effect between proactive
personality and commitment to the organization. Principals who have a proactive
personality show increased commitment to the organization in achieving school
goals. This consistency makes school principals a role model in school services
and development. This attachment is in accordance with the statement of Macey,
Schneider, Barbera, & Young, (2009), asserting that individual
characteristics such as proactive personality can encourage someone to develop
themselves more than others. engaged employees will contribute more to work,
initiating and fostering change. Thompson (2010) suggests that proactive
employees will build social support that will lead to job satisfaction which in
turn will increase commitment to the organization. Robbins & Judge (2013)
mentions a personality that is a strong predictor of individual behavior in
organizations, namely a proactive personality characterized by the ability to
see opportunities, show initiative, take action, and be persistent until
significant changes occur. life that encourages commitment to the organization.
This
means that the higher the proactive personality, the higher the commitment to
the organization, and vice versa, the lower the proactive personality, the
lower the commitment to the organization. Thus, the data in the analysis of
this study further support the results of previous studies regarding the
existence of a positive relationship between proactive personality and
commitment to the organization. The findings obtained from this study indicate
that proactive personality is a personality that has a tendency to take action
to influence the environment. The characteristics of a proactive personality
are: identification of opportunities and follow-up, initiative, action and hard
work until changes occur, so that proactive personality will affect commitment
to the organization.
From
the findings obtained in this study, it can be seen that proactive personality
is a personality that has a tendency to try to take action to influence the
environment, interpreted by identifying opportunities and following up,
Initiative, Action and Hard work until changes occur, so that they are able to
contribute to improving commitment to the organization.
Direct
positive effect between proactive personality variable (X2) on work motivation
variable (X5). The results showed that there was a direct positive influence
between proactive personality and work motivation. Principals who have a
proactive personality show an increase in work motivation in achieving school
goals. This consistency makes school principals a role model in school services
and development. This attachment is in accordance with the statement of Patel
(2003) who defines proactive behavior as an effort to take the initiative in
increasing new ideas and creativity to change the status quo rather than just
acting passively in the face of current conditions. Seibert, Crant, &
Kraimer (2009), define the basic form of proactive personality as someone who
is relatively not pressured by situational forces and someone who influences
environmental changes. Thus, highly proactive people can recognize
opportunities and act on them, demonstrate initiative and persevere in striving
for meaningful change. They transform missions, discover and solve
organizational problems and ultimately use them to influence the world around
them. People who are less proactive act passively and reactively, they tend to
adapt to their surroundings rather than create circumstances. This confirms
that adversity intelligence is a manifestation of life skills that encourage
work motivation.
This
means that the higher the proactive personality, the higher the work
motivation, and vice versa, the lower the proactive personality, the lower the
work motivation. Thus the data in the analysis of this study further support
the results of previous studies regarding the positive relationship between
proactive personality and work motivation. The findings obtained from this
study indicate that proactive personality is a personality that has a tendency
to take action to influence the environment. The characteristics of a proactive
personality are: Identification of opportunities and follow-up, Initiative,
Action and hard work until a change occurs, so that the proactive personality
will affect work motivation.
From
the findings obtained in this study, it can be seen that proactive personality
is a personality that has a tendency to try to take action to influence the
environment, interpreted by identifying opportunities and following up,
Initiative, Action and Hard work until changes occur, so that they are able to
contribute to improving work motivation.
Direct
positive influence between the teamwork variable (X3) on the work motivation
variable (X5)
The
results showed that there was a direct positive influence between teamwork and
work motivation. Principals who have teamwork show an increase in work
motivation in achieving school goals. This consistency makes school principals
a role model in school services and development. This attachment is in
accordance with the statement of Tarricone & Luca (2002: 304), teamwork is
a group of individuals who work together to achieve a common goal. This group
of individuals must have clear rules and working mechanisms. It includes
coordination and procedures that must be agreed upon by all team members. This
is useful for maintaining the harmony of a team in order to realize a job
satisfaction that can affect individual and organizational loyalty to the
company (George & Jones, 2002: 175). Work motivation
can be defined as a psychological encouragement to someone who determines the
direction of a person's behavior (direction of behavior) in the organization,
level of effort (level of effort), and level of persistence or resilience in
the face of an obstacle or problem (level of persistence) (Ryan &
Deci, 2000).
. This confirms that teamwork is a manifestation of cooperation in a team that
encourages work motivation.
From
the findings obtained in this study, it can be seen that teamwork is a group of
individuals to collaborate by influencing each other and contributing
effectively and responsibly in carrying out tasks to achieve common goals. so
as to be able to contribute to increasing work motivation.
Direct
positive effect between adversity intelligence variable (X1) on proactive
personality variable (X2). The results showed that there was a direct positive
influence between adversity intelligence and proactive personality. Principals
who have adversity intelligence show an increase in proactive personality in
achieving school goals. This consistency makes school principals a role model
in school services and development. This attachment is in accordance with the
statement of Masten & Gewirtz (2006), adversity intelligence means a positive
pattern of adaptation or shows development in difficult situations. Adversity
intelligence or resilience is the ability of individuals to rise, adapt and
find solutions to problems with the ultimate goal of achieving success. This
confirms that adversity intelligence is a manifestation of life skills that
encourage a proactive personality.
Based
on the results of hypothesis testing, it shows that there is a functional
relationship between adversity intelligence and proactive personality through
the regression equation = 7.31 + 1.18X1, which means that every one unit
increase in the value of adversity intelligence will be followed by an increase
in the value of proactive personality by 1.18 units with constant value 0.73.
The results showed that this equation can be used to predict the level of
proactive personality based on adversity intelligence scores.
Previous
research has proven that adversity intelligence has a positive effect on
proactive personality, one of which is Aziz's (2007) research which conducted
research on the influence of ulul albab personality on the ability to face
challenges (adversity intelligence) in undergraduate students at the State
Islamic University of Malang. The sample used was 139 people and the sampling
method was purposive sampling. The results show that personality has an
influence on adversity intelligence. However, the researcher also believes that
there are other factors that can influence outside the factors contained in the
study.
This
means that the higher the adversity intelligence, the higher the proactive
personality, and vice versa, the lower the adversity intelligence, the lower
the proactive personality. Thus, the data in the analysis of this study further
support the results of previous studies regarding the positive relationship
between adversity intelligence and proactive personality. The findings obtained
from this study indicate that adversity intelligence is a skill possessed by a
person in responding to various difficulties and obstacles faced in carrying
out tasks. The characteristics of adversity intelligence are control over
events that cause difficulties, views on the origin of difficulties,
recognition of the consequences of difficulties, views on the reach and impact
of difficulties, and resistance to adversity, so that adversity intelligence
will affect proactive personality.
From
the findings obtained in this study, it can be seen that adversity intelligence
is a skill possessed by a person in responding to various difficulties and
obstacles faced in carrying out tasks so as to be able to contribute to
increasing proactive personality.
Indirect
positive effect between adversity intelligence variable (X1) on service
leadership variable (Y) through commitment to the organization (X4)
The
results showed that there was a positive indirect positive effect between
adversity intelligence on service leadership through commitment to the
organization. Principals who have adversity intelligence and commitment to the
organization show leadership to serve in achieving school goals.The findings
obtained in this study identify that if the principal has good adversity
intelligence and commitment to a good organization, together these two
variables contribute to strengthening service leadership.
Indirect
positive effect between proactive personality variable (X1) on service
leadership variable (Y) through commitment to the organization (X4)
The
results showed that there was an indirect positive influence between proactive
personality and service leadership through commitment to the organization.
Principals who have a proactive personality and commitment to the organization
show strengthening of service leadership in achieving school goals. This
attachment is in accordance with Musakabe's (2004) statement, in essence the
relationship between the leader and the people he leads is in the nature of
guidance, giving direction, giving orders/instructions, providing motivation
(encouraging) and giving examples to influence the people he leads. This
confirms that proactive personality along with commitment to the organization
is a manifestation of life skills that encourage service leadership.
Previous
research has proven that proactive personality has an indirect influence on
service leadership through commitment to the organization, one of which is the
research of Mira & Margaretha (2012), while the results of the research
show that servant leadership has a positive and significant relationship and
influence on organizational commitment by 16,8% while servant leadership has a
positive and significant relationship and influence on proactive personality by
33.7% and the rest is influenced by other factors.
The
findings obtained in this study identify that if the principal has a good
proactive personality and commitment to a good organization, together these two
variables contribute to strengthening service leadership.
Indirect
positive effect between proactive personality variable (X2) on service
leadership variable (Y) through work motivation (X5). The results showed that
there was an indirect positive influence between proactive personality and
service leadership through work motivation. Principals who have a proactive
personality show strengthening leadership in serving in achieving school goals.
Proactive personality refers to someone who has a relatively stable tendency to
make environmental changes, this encourages the development of work motivation.
And motivation is a psychological force that determines the direction of one's
behavior in an organization, one's level of effort, and one's level of
persistence. This is in line with DuBrin's (2014) statement. The findings
obtained in this study identify that if the principal has a good proactive
personality and good work motivation, together these two variables contribute
to strengthening service leadership.
Indirect
positive effect between teamwork variable (X3) on service leadership variable (Y)
through work motivation (X5)
The
results showed that there was an indirect positive influence between teamwork
and service leadership through work motivation. This is in accordance with the
statement of Clutterbuck (2007: 70) that the behavioral interaction inherent in
well-managed collaboration in working together that includes a variety of
tasks. This happens because of the strength of the teacher's desire to continue
working in the school organization, the manifestation of the teacher's desire
to continue working at the school is a form of work motivation.
Previous
research has proven that adversity intelligence has a positive influence on
proactive personality, one of which is the research of Hosseini (2012: 22-25)
in his research entitled, Analysis of team working on Organizational Commitment
in SafaIndustrial Group in Iran. The results of the study conclude that there
is a significant indirect effect between teamwork and service leadership
through work motivation with a correlation coefficient of r = 0.758 the
correlation coefficient of determination is 0.574. However, the researcher also
believes that there are other factors that can influence outside the factors
contained in the study.
CONCLUSION
Based on the results of the analysis,
discussion of research results and hypotheses that have been tested, it can be
concluded as follows: Strengthening service leadership can be done by developing
adversity intelligence, proactive personality, and teamwork as exogenous
variables by increasing commitment to the organization and work motivation as
intervening variables. From the qualitative research conducted, it was found
that other variables that have a positive and dominant influence on service leadership,
namely adversity intelligence, proactive personality, teamwork, commitment to
the organization and work motivation. How to prove the influence between
variables is done by using path analysis. The results of the analysis are as
follows: There is a direct positive effect of adversity intelligence on service
leadership with a path coefficient (βy1) of 0.204, so that the development of
adversity intelligence can strengthen servant leadership.
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