Teacher organizational commitment is a determining factor for achieving quality education. It is believed that teacher personality is one of the main factors which either increase or decrease organizational commitment. This research aims to examine the effects of teacher personality on their organizational commitment. The quantitative approach was employed with the survey method. The samples were selected using the simple random technique by applying the Slovin formula. The participants of this study were 83 civil servant teachers at public senior high schools located in East Jakarta. The data of this study were collected through a survey and then analyzed using Path analysis. The results of the analysis show that tcount is higher than ttable (4.329 > 2.64). This result means that H0 is rejected while H1 is accepted. The hypothesis testing shows that personality has a positive direct effect on teacher organizational commitment. Furthermore, it is proven that there are three traits influencing teacher personality, namely emotional stability (33.98%), extroversion (33.56%), and openness to experience (32.46%). Meanwhile, the main factors influencing organizational commitment are employee engagement (33.74%), moral responsibility (33.55%), and loyalty (32.71%). Based on the result of this study, it is suggested that school principals take teacher personality into account in order to improve teacher organizational commitment at schools.

The objective of this study is to evaluate the implementation of high school equality program, namely Paket C. This research uses the CIPP evaluation model, which stands for context, input, process and product evaluation. The CIPP evaluation model is then further explained based on (1) the scope, purpose and target of the program; (2) the institutions, the learners, the tutors, the facilities, the learning materials; (3) planning, organizing, learning evaluation, financing; (4) the learners' outcome. The data collection technique was done through interview with the key informants, researcher's observation and document review. The results of this study show that the implementation of the program as a whole runs well; nevertheless, there are still some areas that could be improved. For that reason, the input of this evaluation is expected to be able to support and contribute to the success of the implementation of the program.

<span>The present research aimed at investigating the direct effect of civil servant teacher job satisfaction on their absenteeism. Quantitative approach with survey method was employed. The sample involved was 198 civil servant teachers from public senior high schools in Bekasi, West Java, Indonesia. The result signified that t_count &lt; t_table (-2.84&lt;-1.97) leading to the acceptance of H₀ and the rejection of H₁. This explicitly stated that civil servant job satisfaction has a negative direct effect on their absenteeism. For job satisfaction predictors, positive attitude places the highest position followed by comfort in work and certainty in work. While the highest predictors of absenteeism from the highest to the lowest are: punctual task completion failure, absenteeism style, and no explanation absence. The study is predicted to provide recommendation for schools to promote teacher job satisfaction and suppress their absenteeism rate. Providing comfort and creating positive working atmosphere for teachers either has significant consequence to endeavor job satisfaction promotion and absenteeism rate decrease. Besides, leaders and school management board assertiveness in the mechanism of decreasing absenteeism is unarguably decisive to create fairness in policy and procedure obedience.</span>