Asian Journal of Management Sciences & Education Vol. 11(2) July- October 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ORGANIZATIONAL CLIMATE AND TEACHER'S PEDAGOGICCOMPETENCE TO QUALITY OF SERVICE
Hamid Al Jufri
Universitas Muhammadiyah Prof.Dr.Hamka, DKI Jakarta, INDONESIA
jufri@uhamka.ac.id
ABSTRACTThis study aims to determine the influence of Organization Climate and Teacher
Paedagogic Competence School Qulaity Service in Public Junior High School
District Kembangan in West Jakarta.
Research hypotheses: (1) There is a Total Quality Management Influence on
School Qulaity Service Principal Teacher Elementary School District
Kembangan in West Jakarta, (2) The Influence of Achievement Motivation on
School Qulaity Service Teacher Teacher Elementary School District Kembanganin West Jakarta, (3) The Influence of Total Quality Management Principal
Teacher Achievement Motivation of Elementary School District Kembangan inWest Jakarta.
This study is descriptive in the entire population of teachers in Public JuniorHigh School in West Jakarta District of New Kebayoran as many as 7 State
Primary School with a number of teachers is 347, elected by proportionalrandom sampling, the number of 186 teachers. Data was collected using aquestionnaire to measure the Organization Climate, Teachers and Achievement
Motivation Teacher School Qulaity Service.
The results showed that: first, there are positive Influence of Total Quality
Management to Principal Teacher School Qulaity Service is acceptable, it canbe determined by t test calculations in which th > tt (40.38> 1.66). And based on
the calculation formula product moment correlation coefficient can be
determined path coefficients (p31 = 0.272) at α = 0.05, that rh > rt (0.948 > 0.148)
means that it can be said that there are positive effects of TQM Head Teacher
School Qulaity Service, by r213 = coefficient of determination of 0.8986. Thismeans that 89.89% of the variation of Teacher School Qulaity Service (X3) are
affected by TQM Principal (X1). Second, there is a positive influence on
Achievement Motivation Teacher Teacher School Qulaity Service is acceptable,
it can be determined by t test calculations in which th > tt (73.92> 1.66). Third,
there is a positive influence Principal Total Quality Management (X1) of the
Teacher Achievement Motivation (X2) can be accepted, it can be determined by t
test calculations in which th > tt (32.31 > 1.66).
Based on the findings above, the Teacher School Qulaity Service can be
optimally achieved by increasing the Total Quality Management Principal andTeacher Achievement Motivation. This is the second variable will be 2 (two) aresignificant determinants.
Keywords: Organizational Climate, Teacher Pedagogical Competence,
Service Quality
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Asian Journal of Management Sciences & Education Vol. 11(2) July- October 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRELIMINARYEntering the 21st century, the wave of globalization is felt to be strong and open,
technological advances and changes that occur provide new awareness that Indonesia is nolonger independent. Indonesia is in the midst of a new world, an open world so that people
are free to compare life with other countries. What we still feel today is that there is a lag inthe quality of education. Both formal and informal education. And the results are obtained
after we compare it with other countries. This is proven, among others, by the data publishedby the world population review in 2021, Indonesia is still ranked 54 out of a total of 78
countries included in the world education level rankings. Although compared to 2020 it has
increased by one grade, it is still far compared to Singapore and Malaysia in Southeast Asia.
The low quality of education in Indonesia is also shown by Balitbang data in 2003 that out of
146,052 elementary schools in Indonesia, only 8 schools received world recognition in thePrimary Years Program category. Of the 20,918 junior high schools in Indonesia, only 8schools received world recognition in the category of The Middle Years Program. And from8,036 high schools, only 7 schools received world recognition in the Diploma Programcategory.
To produce fully human beings, professional teachers are needed, because the teacher's task
is to educate, train, guide, and develop potential (students). The principal is a teacher who isgiven a special task to manage schools, make policies, regulate school rules and operations sothat there is no chaos or are entrusted with being the leader and manager of the school. In
improving the quality of school services, it is an absolute requirement to accelerate therealization of a progressive society.
Organizational climate has an influence on service quality. Organizational climate is theenvironmental atmosphere of an organization or educational institution which regularly
occurs both individually and in groups that can encourage increased motivation to change
attitudes and behavior in organizational performance. A pleasant and safe school environment
allows teachers to work better. On the other hand, a less pleasant school environment causes
teachers to be reluctant to carry out their duties properly. This can lead to a decrease in thequality of services in schools so that it affects the maximum work of teachers. Teachers play
an important role in learning activities to determine and direct all teaching and learning
activities. The teaching and learning activities are directed and strived to achieve theeducational goals that have been planned, not just a formality but must be followed by theability of the educators themselves according to their duties. A teacher who interacts withstudents at school not only conveys knowledge but also instills good attitudes and moral
values and skills.
Nowadays it is felt how low the competence of teachers in carrying out their duties is so thatsome of the changes that have been rolled out cannot be realized properly so that on manyoccasions there are complaints and confusion of teachers about curriculum changes. Acting
as a democratic teacher requires several personality competencies to master the field of study,
management of education and the learning process. The current pedagogical competence ofteachers needs to be developed and processed in such a way that it will increase, with theincrease in these competencies it is hoped that there will be an improvement in the quality ofeducation in Indonesia.
The low quality of education services in Indonesia is the Teacher's Pedagogic Competence.
One of the causes of the low professionalism of teachers in Indonesia can be seen from thefeasibility of teaching teachers. According to the research results of the Research andDevelopment Agency of the Ministry of National Education, only 28.94% of teachers who
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are qualified to teach both public and private elementary schools, 54.12% private junior highschool teachers 60.99% private, 65.29% public high school teachers , private 64.73%
teachers of state SMK 55.91%, private 58.26%. It is not an exaggeration if the teacher is theparty who is mostly blamed for the low quality of education in Indonesia. Teachers are an
important element in the implementation of the national system, especially considering theirposition and role as the spearhead of teaching and learning resources for transforming thevalue of science and other values. On that basis, the achievement of unsatisfactory quality ofeducational outcomes at all levels of education is often associated with the less than optimalrole of teachers.
The vision of education in the National Education Law is the realization of the education
system as a strong and authoritative social institution to empower all Indonesian citizens todevelop into quality human beings who are capable and proactive in responding to thechallenges of an ever-changing era. held in a democratic and fair manner and notdiscriminatory by upholding human rights, religious values, cultural values, and national
pluralism, and education is held by empowering all components of society throughparticipation in the implementation and quality control of school services.
Based on the background stated above, this research takes the title. "The Influence ofOrganizational Climate and Teacher Pedagogic Competence on the Quality of School
Services, at State Junior High Schools in Kembangan District, West Jakarta".
FORMULATION OF THE PROBLEM
1.

Is there an influence of organizational climate on the service quality of public junior highschools in Kembangan District, West Jakarta?

2.

Is there an Influence of Teacher Pedagogic Competence on the Quality of Service ofState Junior High Schools in Kembangan District, West Jakarta?

3.

Is there an Influence of Organizational Climate on the Pedagogic Competence of State
Junior High School Teachers in Kembangan District, West Jakarta?

LITERATURE REVIEWThe quality or quality of education services needs to be studied carefully and carefully,
because according to Anna Coote in Edward Sallis quoted by Dadang Suhardan, “Quality is aslippery concept. It Implies different things to different people” Quality or quality is aconcept that can be confusing, its meaning being something different for everyone.
His attachment to quality becomes the attitude of every individual, which is shown in every
aspect of work, which leads to customer satisfaction, where when the two things are put
together, a match between the two sides can be achieved which is known as suitability for use
by consumers (customer satisfaction).
Sallis in his book entitled Total Quality Management in Education, quality to meet the needs
and desires of its customers. Organizations that maintain relationships with customers andhave an obsession with quality. They recognize that the growth and development of an
institution stems from the suitability of the institution's services with customer needs. Quality
must be in accordance with the expectations and desires of customers and clients. Quality issomething that society wants and for everyone and not what is best for the school community.

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Educational services are determined by at least the facilities, infrastructure, learning
equipment and teacher factors. The facilities and infrastructure factors, for example, study
rooms and those that meet the requirements. Learning equipment used by teachers such aslearning media, teaching aids and others are quite available. While the teacher factor musthave sufficient professionalism and welfare so as not to be indecisive in teaching. If it isfulfilled, then educational services will be implemented which of course students will be able
to enjoy a fun learning process.
Parasuraman as quoted by Nasution, that consumers in evaluating services there are fivedimensions that need to be considered:
1.

Tangible, which includes physical facilities, employees and means of communication.

2.

Reliability, is the ability to provide the promised service promptly, accurately, reliably,and satisfactorily.

3.

Responsiveness, is the desire of the staff to help customers and provide responsive
service.

4.

Assurance includes the knowledge, ability, courtesy and trustworthy nature of the staff(free from danger, risk and doubt).

5.

Empathy, which includes the ease of making good communication relationships, caring,and understanding customer decisions

In general, Umaedi's educational service implies the degree (level) of superiority of a product,either in the form of goods or services, both tangible and intangible. Umaedi further suggests
various indicators that show the character of the concept of education service management,
including:1.

A safe and orderly school environment.

2.

The school has a vision and quality targets to be achieved.

3.

The school has strong leadership.

4.

There are high expectations from school personnel (principals, teachers, and other staff
including students) to excel.

5.

There is continuous development of school staff according to the demands of science andtechnology.

6.

There is a continuous evaluation of various academic and administrative aspects, and theuse of the results to improve or improve the quality of services, and intensive
communication and support from parents or the community.

Based on theoretical studies, it can be concluded that educational services are a systematic,
practical, and strategic approach in organizing an educational organization, which prioritizes
the interests of education users (students or parents).
Steers stated that organizational climate can be seen from two perspectives, namely:organizational climate seen from the perception of members of the organization and viewed
from the relationship between organizational activities and management behavior.
Halpin has identified the continuum of organizational climate based on the results of his
research using the Organizational Climate Description Questionnaire (OCDQ), there are sixclassifications, namely:

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1.

Open Climate, which describes a situation where members are happy to work, cooperatewith each other, and there is openness.

2.

Autonomous Climate, namely a situation where there is freedom, there is creative
opportunity, so that its members have the opportunity to satisfy their needs.

3.

The Controlled Climate, which is marked by an emphasis on achievement in realizing thesatisfaction of social needs.

4.

The Familiar Climate, namely the existence of a high sense of camaraderie between
leaders and members.

5.

The Parternal Climate, which is characterized by leadership control over members.

6.

The Closed Climate, which is characterized by a situation of low job satisfaction andachievement as well as the social needs of its members, the leadership is very closed toits members.

Based on the description of the theory above, it can be concluded that Organizational Climate
is the environmental atmosphere of an organization or school institution which routinely
occurs in relationships both individually and in groups that can influence the emergence of
motivation to change attitudes and behavior in organizational performance. Mc Ashan statedthat competence "... is knowledge skills and abilities or capabilities that a person achieves,which becomes part of his or her being to the exent he or she can satisfactionily performparticular cognitive, affective, and psychomotor behaviors".
Competent teachers are teachers who are able to present meaningful learning activities so thatstudents feel interested and challenged to participate in learning activities, then from these
activities students are able to master the subject matter, knowledge in accordance with thelimits and goals set in the curriculum or syllabus. Anwar Idochi: 2000, teacher professional
competence is broken down into three aspects, namely:
1. Cognitive competence
2. Affective competence
3. Psychomotor competence
The first aspect includes mastery of educational knowledge, knowledge of the subject matterbeing taught, and the ability to transfer knowledge to students in order to learn effectively andefficiently. The second competency is attitudes and feelings of self related to the teachingprofession, which include self-concept, self-efficacy, attitude of self-acceptance and ateacher's view of his quality. While the last aspect of psychomotor competence includes
general and special physical skills such as verbal and non-verbal expressions.
METHOD
This study uses a quantitative approach with survey methods with correlational techniques.
Data analysis used descriptive statistics, inferential statistics, simple and multiple correlations,partial correlations and simple and multiple regressions. To facilitate understanding of thestudy of the relationship; X1: Organizational Climate, X2: Teacher's Pedagogic Competence,each as an independent variable, and X3: Service Quality as the dependent variable, theconstellation of research variables is arranged as follows:

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X1

ρ31
r13
X3

ρ21 r12X2

r23
ρ32
Figure 1. Correlation between Path Analysis Variables

RESULTS AND DISCUSSION
Data Description
In the chapter the results of this study will be presented regarding the analysis and discussionof the results of research data processing which include; trial data, descriptive data of
respondents, description of data, testing of analysis requirements, testing of research
hypotheses, interpretation and discussion of research results and research limitations.
In analyzing the data, it is directed to hypothesis testing, which begins with a description of
the research data from the three variables in the form of frequency distributions andhistograms and determines the regression equation. To describe the effect of one variable on
another, regression analysis and simple correlation and path analysis are carried out.
Testing the assumptions for testing the regression parameters on the research data was carriedout by testing requirements analysis with the normality test with the Liliefors test, thehomogeneity test with the Bartlett test and also the significance and linearity test of theregression model.
1. Validity and Reliability Test
Table 1. Number of Items for Research Instruments (Before and After Trial)
Instrument
Type
BeforeTrial/Validation

X1/
X2/
X3/
Reliability Reliability Reliability
33/ 0,928

32/ 0,981

35/ 0,978

Invalid Item

3

11

9

After Trial

30

21

26

The number of validity test items for the Organizational Climate variable (X1) = 33 items,theTeacher Pedagogic Competence variable (X2) = 32 items and the Service Quality variable(X3) = 35 items. The results of the reliability test conducted showed that the reliability of theOrganizational Climate variable questionnaire was 0.928; the reliability of the Teacher
Pedagogic Competence variable questionnaire was 0.981; and the reliability of the Service
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Quality variable questionnaire is 0.978. So that the items are valid and reliable and feasible tobe used in capturing research data with 30 valid items for the Organizational Climate variable(X1), 21 valid items for the Teacher Pedagogic Competence variable (X2) and 26 valid items
for the Service Quality variable (X3).
RESEARCH DATA DESCRIPTION
Statistical Requirements Test
One of the requirements in analyzing a causal requires a statistical prerequisite test, which
consists of: 1) Testing the normality of the data for each variable and 2) Testing thehomogeneity of the data variance between variables.
1. Normality Test of Regression Estimated Error
Testing the normality requirements of the dependent variable on the independent variable wascarried out using the Liliefors test. For the results in this test using the null hypothesis whichstates that there is a match between each raw data which is normally distributed and thecounter hypothesis of each data which is not normally distributed. Statistically, thishypothesis can be written as follows:
Ho : each sample data is normally distributed
H1 : each data is not normally distributed
With the Liliefors test, the data is said to be normally distributed if Lcount < Ltable at thepredetermined alpha (Table 2. Summary of Data Normality Test
Variable

L count

L tableConclusion

X1X3

0,0596

0,0650Normal

X2X3

0,0636

0,0650Normal

X1X2

0,0633

0,0650Normal

X1 : Organizational Climate, X2 : Teacher's Pedagogic Competence, X3 : Service Quality
Lh : Critical Value of Liliefors Test calculation, Lt : Critical table value of Liliefors Uji Test
From the overall calculation of the normality test on data from 186 respondents which
includes the Organizational Climate variable (X1), the Teacher Pedagogic Competence
variable (X2), and the Service Quality variable (X3), it turns out that every price Lcount <Ltable. Thus, it can be concluded that all data from each variable are normally distributed or
Ho is accepted. The summary of the results of the normality test calculation can be seen in
Table 3. Thus, the data on the 3 variables are feasible and further causal analysis can be
carried out.

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1. Homogeneity Test
Testing the requirements for homogeneity of variance of the X3 variable is based on the datagrouping of the Organizational Climate variable (X1), the Teacher's Pedagogic Competence
variable (X2), using the Statistical Levene Test.
The final result of the Statistical Levene Test calculation with the Ho test criteria is accepted,
which means that the population data is homogeneously grouped, if the calculation result of
the Statistical Levene Test is smaller than the alpha (α) = 0.05 level of significance. On theother hand, if the calculated value from the Levene Statistical Test is greater than the alpha(α) = 0.05, then Ho is rejected, which means that the population data is not homogeneous ingroups.
Table 3. Summary of Variance Homogeneity Test
No.

Varians

χ2 count

χ2 tableConclusion

1.

X3 atas X1

0,000

0.05

Homogeneous2.

X3 atas X2

0,000

0.05

Homogeneous3.

X2 atas X1

0,000

0.05

Homogeneous

Information:
χ2 count = Statistic Levene Test calculation result
χ2 tables = from Statistical Levene Test table
From the whole calculation, the calculated value from the Levene Statistical Test is greaterthan the real level alpha (α) = 0.05, for X3 data it is based on the grouping of X1 and X2 data,
respectively. Thus, it is concluded that the Organizational Climate variable X1, the Teacher
Pedagogic Competence variable X2, has a homogeneous population variance.
1. The first hypothesis is: "The Effect of X1 (Organizational Climate) on X3 (Service
Quality)"
Simple linear regression analysis of research data pairs between Organizational Climate (X1)and Service Quality (X3) variables produces a regression direction coefficient of 1.05 and aconstant of 97.73. Thus the form of the influence of the Organizational Climate variable X1
with Service Quality (X3) has the following regression equation: X̂ 3 = 97.73 + 1
2. The second hypothesis is: "The Influence of X2 (Teacher's Pedagogic Competence) on
X3 (Quality of Service)"
Simple linear regression analysis of the pair of research data between the variables of Teacher
Pedagogic Competence X2 and Service Quality (X3) resulted in a regression direction
coefficient of 1.12 and a constant of 14.73. Thus the form of the influence of the variable
Teacher Pedagogic Competence X2 on Service Quality (X3) has the following regression
equation: X̂ 3 = 14.73 + 1.12 X2.
3. The third hypothesis is: "The Effect of X1 (Organizational Climate) on X2 (Teachers'
Pedagogic Competence)"
Simple linear regression analysis of research data pairs between X1 (Organizational Climate)and X2 (Teacher's Pedagogic Competence) resulted in a regression direction coefficient of0.90 and a constant of 75.19. Thus the form of the influence of the variable X1
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Asian Journal of Management Sciences & Education Vol. 11(2) July- October 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(Organizational Climate) on X2 (Teacher Pedagogic Competence) has the following
regression equation: X̂ 2 = 75.19 + 0.90 X1.
Determining the Path Coefficient
1. Description of data
From the results of regression and correlation analysis obtained the price:
r12 = 0,922
r13 = 0,948
r23 = 0,984
2. Correlation Matrix
Table 4. Correlation

X1

X1

X2

X3

1

0,922

0,948

1

0,984

X2
X3

1

3. Determining Value p
r12 = p21
0,922 = p21. . . (1)r13 = p31 + p32 0,922
0,948 = p31 + p32 0,922. . . (2)r23 = p31 r12 + p32
0,984 = 0,922 p31 + p32. . . (3)From the above equation, p can be determined. How to get p31 and p32 using the matrix asfollows:
p21 = r12
p31 =

r13

r12

r23

1

1

r12

r12

1

0,948 0,922
=

0,984
1

1
0,922

0,922 1
= 0,948.1 – 0,922.0,984 = 0,948 – 0,907 = 0,041 = 0,272
1.1 – 0,922.0,922

1- 0,850

0,149

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p32 =

=

1

r13

r12

r23

1

r12

r12

1

1

0,948

0,922 0,984
1

0,922

0,922 1
= 1.0,984 – 0,948.0,922= 0,984 – 0,874 = 0,109 = 0,733

1.1 − 0,922.0,922

1 – 0,850

0,149

From the calculation results above, the path diagram of the three variables of Organizational
Climate, Teacher Pedagogic Competence, and Service Quality can be described as follows:

X1

r13=0,948 (31=0,272)

r12=0,922 (21=0,922)

X3

r23=0,984 (32=0,733)

X2

Figure 2. Correlation Results between Path Analysis Variables
Based on the results of data calculations as shown in the table, the path coefficient prices foreach path are obtained as follows:
Table 5. Degree of Significance of Path Analysis (Path Analysys)
Track

Path
Analysist countt tableα = 0,05

Information

P31

0,272

40.38

1,66

Significan

P32

0,733

73.92

1,66

Significan

p21

0,922

32.31

1,66

Significan

Based on the results of the analysis above, the three path coefficients in the constructed
model have been empirically tested to meet the testing standards. Thus the path analysis
model can be classified as a good and correct model and has not changed.
DISCUSSION OF RESEARCH RESULTS
Based on the results of the analysis, it can be seen the characteristics of each variable and therelationship and influence between variables. The characteristics of each variable can be
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stated as follows: (a) Organizational climate has a range of empirical values with poor to very
good criteria, with an average of sufficient criteria, data is normally distributed, and ishomogeneous with other variables (b) Teacher's Pedagogic Competence has the range of
empirical values with criteria is not good to very good, with an average of sufficient criteria,
the data is normally distributed, and is homogeneous with other variables (c) Service Quality
has a range of empirical values with criteria that are not good to very good, with an averageof criteria sufficient, the data is normally distributed, and is homogeneous with othervariables.
1.

Effect of X1 (Organizational Climate) on X3 (Service Quality)

Based on simple linear regression analysis of research data pairs between Organizational
Climate variables X1 and Service Quality X3, it produces a regression direction coefficient of
1.05 and a constant of 97.73. Thus the form of the influence of the Organizational Climate
variable X1 with Service Quality (X3) has the following regression equation: X̂ 3 = 97.73 +1.05 X1.
Based on the results of statistical testing above, it can be seen that the hypothesis of theinfluence of Organizational Climate on Service Quality is acceptable, this can be seen fromthe results of the t test calculation where th > tt (40.38 > 1.66). And based on the results ofthe calculation of the product moment correlation coefficient formula, it can be seen that thepath coefficient (p31 = 0.272) at = 0.05, that rh > rt (0.948 > 0.148) means that it can be said
that there is a positive influence of Organizational Climate on Service Quality, with acoefficient of determination of r213 = 0.8986. This means that 89.89% of the variation in
Service Quality X3 is influenced by Organizational Climate (X1).
2.

Effect of X2 (Teacher's Pedagogic Competence) on X3 (Quality of Service)

Based on a simple linear regression analysis of the pair of research data between the variablesof Teacher Pedagogic Competence X2 and Service Quality X3, the regression direction
coefficient is 1.12 and a constant is 14.73. Thus the form of the influence of theOrganizational Climate variable (X1) with Service Quality X3 has the following regression
equation: X̂ 3 = 14.73 + 1.12 X2.
Based on the results of statistical testing above, it can be seen that the hypothesis of theinfluence of Teacher Pedagogic Competence on Service Quality is acceptable, this can beseen from the results of the t test calculation where th > tt (73.92 > 1.66). And based on the
results of the calculation of the product moment correlation coefficient formula, it can beseen that the path coefficient (p32 = 0.733) at = 0.05, that rh > rt (0.984 > 0.148) means that it
can be said that there is a positive influence of Teacher Pedagogic Competence on Service
Quality, with a coefficient of determination of r223 = 0.9674. This means that 96.74% of thevariation in Service Quality X3 is influenced by Teacher Pedagogic Competence X2.
3.

Effect of X1 (Organizational Climate) on X2 (Teachers' Pedagogic Competence)

Based on a simple linear regression analysis of the pair of research data between X1(Organizational Climate) and X2 (Teacher's Pedagogic Competence) it produces a regression
direction coefficient of 0.90 and a constant of 75.19. Thus the form of the influence of thevariable X1 (Organizational Climate) on X2 (Teacher's Pedagogic Competence) has thefollowing regression equation: X̂ 2 = 75.19 + 0.90 X1.

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Asian Journal of Management Sciences & Education Vol. 11(2) July- October 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Based on the results of statistical testing above, it can be seen that the hypothesis of theinfluence of Organizational Climate on Teacher Pedagogic Competence is acceptable, thiscan be seen from the results of the t test calculation where th > tt (32.31 > 1.66). And basedon the results of the calculation of the product moment correlation coefficient formula, it canbe seen that rh > rt (0.922 > 0.148) means that it can be said that the path coefficient (p21 =0.922) at = 0.05, that there is a positive influence of Organizational Climate on Teacher
Pedagogical Competence, with a coefficient of determination of r212 = 0.8501. This meansthat 85.01% of the variation of Teacher Pedagogic Competence X2 is influenced by
Organizational Climate X1.
CONCLUSION
1. There is a direct positive influence of Organizational Climate on Service Quality. This
gives an understanding that the more positive the Organizational Climate, the better the
Quality of Service. On the other hand, the more negative the organizational climate, thelower the quality of service.
2. There is a direct positive effect of Teacher Pedagogic Competence on Service Quality.
This gives an understanding that the more effective the teacher's pedagogic competence,
the better the quality of service. On the other hand, the more ineffective the Pedagogic
Competence of the principal teacher, the lower the quality of service.
3. There is a positive direct influence of Organizational Climate on Teacher Pedagogic
Competence. This gives an understanding that the more positive the Organizational
Climate, the more effective the Teacher's Pedagogic Competence will be. On the other
hand, the more negative the Organizational Climate, the more ineffective the Teacher's
Pedagogic Competence.
SUGGESTIONS
Based on the conclusions above, some suggestions can be made as follows:
1. The principal should implement total quality management, so that all the potential in theschool can function optimally.
2. Teacher's Pedagogic Competence should be improved by conducting effective
interpersonal relationships and cooperation, it is necessary to be open and replacedogmatic attitudes. Teachers should also have an attitude of trust, support, and openness
that encourages mutual understanding, respect and mutual development of quality.
3. Efforts should be made to improve the quality of service by the parties concerned. There is
the same treatment both in reward and punishment and there are variations in tasks. The
existence of co-workers who are friendly, competent, who can work together and are fun
so that they can create job satisfaction.

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