PENGARUH SUBJECTIVE WELL-BEING TERHADAP KOMITMEN ORGANISASI PADA GURU SEKOLAH MENENGAH ATAS

Reduced organizational commitment of teachers to schools was also found on junior high school teachers in several schools showing symptoms of reduced teacher commitment to schools, including: (1) teachers are often late for school; (2) teachers often leave the class before the lesson time is over; (3) teachers teach at other schools after school, etc. In the aspect of organizational commitment, namely high affective commitment, they will stay in the organization because teachers are felt to have a need to become members of the organization. One of the factors that influence organizational commitment is subjective well-being. The researcher's aim is to find out the influence of subjective well-being with organizational commitment. Respondents in this study amounted to 150 people using accidental sampling technique. The instruments used in this study are the modified british broadcasting corporation subjective well-being (BBC-SWB) by Pontin (2013) and the measurement of organizational commitment scale by Ingariati (2017). The results of the simple linear regression analysis test show that there is an influence of subjective well-being on organizational commitment in high school teachers significantly with a probability value of 0.000 (p < 0.05). The implication of the research is that individuals and institutions can optimize subjective well-being by conducting self-management training, counseling sessions, and mentoring & coaching programs.