Pengendalian Turover Intention Guru Pendidikan Anak Usia Dini Melalui Penguatan Komitmen Organisasional

The problem of teacher turnover, especially private teachers, is quite worrying in Indonesia and other developing countries. The high rate of teacher turnover will disrupt the achievement of educational goals. The research objectives developed from the problems mentioned above are Analyzing the influence of work motivation, compensation and workload on controlling turnover intention, Analyzing the influence of work motivation, compensation and workload on organizational commitment, Analyzing the influence of work motivation, compensation and workload on controlling turnover intention through organizational commitment. The population of this study were all PAUD teachers in the Jember Regency, with a population of 3718 people. Based on the notation of the Slovin sample size formula, the sample to be studied was 5%, with a sample size of 118,840 and a margin of error of 9% rounded up to 119. The sampling technique used was Proportional Random Sampling. The research analysis tool uses AMOS SEM. The regression coefficient of work motivation on Organizational Commitment is 0.47 with a C.R. of 3.358, and the p-value (0.000) means it is smaller than 0.05. This shows that work motivation positively and significantly affects organizational commitment. The regression coefficient of compensation on Organizational Commitment is 0.18, with a C.R. of 3,409, and the p-value (0.000) means it is smaller than 0.05. The higher the motivation value, the more impact it has on preventing teachers' intention to stop working (turnover intention), so PAUD administrators in Jember Regency should pay attention to the needs of PAUD teachers, including their existence, relationships and career development to prevent and inhibit teachers' desires or intentions to quit their jobs. In other words, attention to fulfilling the wishes of a PAUD teacher in Jember Regency can prevent the teacher's hope that he will stay in his job and the organization he works in. This research contributes to the depth of organizational commitment theory, which refers to teacher attachment to the organization of the teacher's attitudes and behaviour. At the same time, working at a PAUD institution.