STUDY CORRELATION AND INTERACTION EFFECT AMONG EMOTIONAL INTELLIGENCE, ORGANIZATIONAL COMMITMENT AND JOB SATISFACTION BASED OF GENDER TEACHERS IN SENIOR HIGH SCHOOL IN KUPANG

Purpose: Aim of this research is to analyse the relationship between emotional intelligence, organizational commitment and job satisfaction based on gender of teachers in Senior High Schools in Kupang city Design/methodology/approach: This study had a population of 419 teachers who were civil servants and who had received lecturer certification. The sampling technique used was proportionate random sampling and got a total of 116 teachers. Data analysis techniques used multiple correlation analysis and two way analysis of variance (ANOVA), and different tests. Findings: There are factors related to job satisfaction, namely organizational commitment and all three aspects as well as emotional intelligence with all three aspects. and there is an influence of the interaction of these factors with job satisfaction, and female and male teachers do not have differences in job satisfaction. Research limitations/implications: Result of this research can be used as reference of policy in school in order to increase teachers satisfaction based on gender. Practical implications: Teachers can feel satisfied at work because of work commitments and how they can assess, use and manage emotions. There is also a feeling of satisfaction in working between female and male teachers. Paper


I. INTRODUCTION
Teacher performance is the result achieved by the teacher carrying out the tasks assigned to him based on skills, experience and sincerity and the use of time (Dellan, Tugiman and Kamaruddin, 2013). Teacher performance is achieved well if job satisfaction is considered, conducts supervision, provides incentives, provides good opportunities for development. As according to Lock (Rimadias, Ferli and Hertingkir, 2017) job satisfaction or job dissatisfaction depends on the differences between what is obtained and what is received. If what is expected is in accordance with or exceeds what is received, job satisfaction will arise,on the contrary if what is expected is not in accordance with what is received, the job dissatisfaction will result. As Feber (Nimo Appiah-Agyekum, Suapim and Peprah, 2013) states that teacher dissatisfaction ultimately reduces the ability to meet student needs and has a significant impact on psychological disorders leading to increased teacher absence. Thus, job satisfaction is a reflection of a teacher's attitude and feelings towards his job, in teaching and learning activities at school (Dellan, Tugiman and Kamaruddin, 2013 In a simultaneous study from (Seyal and Afzaal, 2013), job satisfaction was found in the academic staff of business, computer and machine faculties at technical universities in Brunei Darusallambecause it has work commitments and emotions that can be managed properly.
Based on those previous researches, the authors are interested in conducting a research towards teachers at Senior High Schools in Kupangcity concerning "the relationship between emotional intelligence, organizational commitment and job satisfaction based on gender of teachers in Senior High Schools in Kupangcity."

A. Research Subject
A total of 419 teachers of civil servants were recruited. Proportionate random sampling is a sampling technique of the research. 106 sertified teachers was obtained.

B. Measurement Tool of Research
Emotional intelligence is measured using an emotional intelligence scale called the Wong and Law Emotional Intelligence Scale (LaPalme et al., 2016) consisting of 16 items. Organizational commitment is measured using a scale of organizational commitment called Organizational Commitment Scale (OCS)consisting of 30 items developed by (Lovakov, 2016) that have been used in various studies.
Job satisfaction is measured using a scale called Overall Job Satisfaction. This job satisfaction is measured based on five dimensions, namely the work iself (work it self), salary/wages (pay, promotion), supervision and co-workers (co workers).

C. Results of Validity and Realibility of Measurement Tests
Validity and realiability of each measuring instrument at 5% significance level are : 1. Emotional Intelligence The final reliability value of the selected item is 0,837 with the range 0,317 to 0,687. And because the value of reliability is high and good, then items of statement number 6, 7 and 9 were corrected and utilized in research. And the results of the realiability test of research reveals value of 0,868 of coefisien alpha Cronbach, which is high and good. Thus all items are proved valid and reliable.

Organizational Commitment
The final reliability value of the selected item is 0,925 with the range 0,355 to 0,767. And there are 4 revoked itmes, namely itmes15,16 ,21 and 28. However, these items were improved and used in research. The result of realiability test of the research demonstrates 1 item that cannot be maintained, namely item number 28. Therefore, there are 29 valid items with the range 0,358 to 0,578. Cronbach"s alpha coefisien of 29 valid items is 0,898, which is high and good. Thus, all items are proven valid and reliable.

Job Satisfaction
The final reliability value of the selected item is 0,832 with the range 0,335 to 0,618. And there are 2 revoked items, namely items 9 and 10. However, these items were improved and used in the research. The results of the reliability test of the research suggests 1 item that cannot be maintained. Calculation of validity reveals 1 revoked item, thus leaving 18 valid items with the range 0,354 to 0,673 and 0,878 of Cronbach"s alpha coefficient, which is high and good. Therefore, all items are proved valid and reliable.

III. RESULTS AND DISCUSSION
This quantitative research data will be analysed by using double correlation statistical method, two ways anova statistics and difference test. For this concern, analysis is focued on the following hypotheses: Sig. (2-tailed) .000 .000 N 106 106 106 **. Correlation is significant at the 0.01 level (2-tailed).
The table above explains that p value of emotional intelligence with job satisfaction< α = 0.000 < 0.05, p value of organizational commitment < α = 0.000 < 0.05 and p value of emotional intelligence with organizational commitment < α = 0.000. Furthermore, the value of Pearson"s correlation (r) on emotional intelligence and job satisfaction is r=0.622 and because the correlation value lies at the range of 0.599-0.799, there is a high correlation between emotional intelligence and job satisfaction with positive direction. Next, the value of Person"s (r) correlation on organizational commitment and job satisfaction is r=0.858, and because the correlation value lies at the range of 0.799-1.000, there is a high connection between organizational commitment and job satisfaction with positive direction. The positive correlation proves that the more emotional intelligence and organizational commitment are, the higher job satisfaction is. Therefore, there is a correlation between emotional intelligence, organizational commitment and job satisfaction. The existence of positive significant correlation between emotional intelligence, organizational commitment and job satisfaction is caused by high and stable emotional intelligence and organizational commitment of majority of teachers followed by their high commitment towards organization, then this condition causes job satisfaction on teachers. Therefore, school needs teachers with emotional intelligence and commit to their organization to improve job satisfaction and achieve the aims of school education. This is in line with the research from (Seyal and Afzaal, 2013) concluding that emotional intelligence and organizational commitment have a significant correlation to job satisfaction.
b. Hypotheses 2: The result of hypothesis signifies an acceptable correlation between emotional intelligence and its three aspects and job satisfaction among high school teachers in Kupang city, as seen on table 2. .000 .000 .000 .000 N 106 106 106 106 106 **. Correlation is significant at the 0.01 level (2-tailed).
Based on the table above it can be known that p value of emotional intelligence and job satisfaction is < α = 0.000 < 0.05, p value of rating and expression (self and other people) and job satisfaction is < α = 0.000 < 0.05, p value of the use of emotion and job satisfaction is < α = 0.000 < 0.05 and p value of emotional management and organizational commitment is < α = 0.000. Furthermore, Pearson"s (r) value of correlation on emotional intelligence is r=0.622, and because this correlation value is at the range of 0.599-0.799, there is a high correlation between emotional intelligence and job satisfaction with positive direction.
The correlation value on rating and expression aspect (self and other people), and job satisfaction is r=0.564 and because the correlation value is at the range of 0.340-0.599, there is moderate correlation between rating and expression dimension (self and other people), and job satisfaction with positive direction. Then the value of Pearson"s correlation on the use of emotion and job satisfaction is r=0.537, and because the value of correlation is at the range of 0.340-0.599, there is a moderate correlation between the use of emotion dimension and job satisfaction and the direction is positive. And the third aspect is the emotional management with the Pearson"s correlation value of r=0.396, and because its correlation is at the range of 0.200-0.399 there is a low correlation between the emotional management dimension and job satisfaction and the direction is positive. The more rating and expression (self and other people), the higher job satisfaction is. Moreover, the more the use of emotion and emotional management, the higher job satisfaction is. Therefore, there is a significant correlation between rating and expression (self and other people), the use of emotion and emotional management and job satisfaction.
The existence of significant correlation demonstrates strong emotional intelligence owned by high school teachers in Kupang city, which could play a huge role in shaping individuals to experience job satisfaction. This is in line with is stated by (Sony and Mekoth, 2016) that emotional intelligence holds role towards the importance of the quality of human life, e.g. interpersonal relationship, job satisfaction, and academic success. This means emotional intelligence is important for a teacher because if he could not manage his emotional well and behave negatively, his teaching effectiveness will be influenced, which leads to his self backward teaching and damaged job satisfaction. This can be seen from how high school teachers in Kupang city can figure out their emotion and enthusiastically do their job as well as neutralize negative emotion towards their problems in related to teaching and learning process in school, which could result to job satisfaction. This illustrates that individuals who possess emotional intelligence could gain job satisfaction.
The emotional intelligence is portrayed in three aspects as stated by (Salguero, Extremera and Fernández-Berrocal, 2012), namely valuing and expression (self and other people), the usage and management of emotion. Table 2 displays several aspects of emotional intelligence. 1) Valuing and expression aspect (self and other people) has a positive significant correlation to job satisfaction, with Pearson"s correlation value of 0.564 and p value of < α (0.000 < 0.05). The range of correlation from valuing and expression aspect is classified in middle range, since high school teachers in Kupang city are capable enough to value and express their emotion and how far their positive emotion can be expressed verbally and non verbally to create effective and efficient work, which eventually trigger teachers to experience job satisfaction. The result is supported by research of (Kerr et al., 2012) where the dimension of valuing of emotional has significant influence towards internal job satisfaction shown by p value =0.000<0.05 and has different or insignificant influence towards external job satisfaction (p=0.108>0.05). This difference of result is similar to the research of (Orhan and Dincer, 2012) where it is found that the dimension of valuing and emotion expression (self and other people) do not have significant correlation with job satisfaction (p=0.666>0.05).
2) The usage of aspect emotion has significant correlation to job satisfaction with p value < α (0.000 < 0.05) and the value of Pearson's correlation (r) is 0.537 and is classified as middle. The authors argue that the existence of the correlation between the usage of emotion and job satisfaction aspects demonstrates the existence of the usage of teacher"s steady emotion in conducting his duty of teaching, Page │ 381 which motivates teachers in in working better and generating job satisfaction. The usage of positive emotion by high school teachers in Kupang city, for instance, is indicated by the positive attitude of keeping their duties when facing difficulties/problems (either it is related to students or teachers), keeping in self-convidence of being a competent teachers shown through the quality of work, and capable of achieving the goals set in teaching and eventually experiencing job satisfaction. In related to the previous research, this research is different to that of Orhan and Dincer (n.d) where the dimension of the usage of emotion does not have significant correlation to job satisfaction (p=0.024>0.05).
3) Emotional management aspect has a positive significant correlation to job satisfaction. P value < α (0.000 < 0.05) and the value of Pearson"s correlation is 0.396 and is classified as low. There is a correlation showing that low emotional management aspect is related to teachers who are less able to manage their emotion well, thus interfering job implementation and teaching responsibility, which lowers job satisfaction. That happens when one is facing difficulties and has not been able to control his emotion in anger (perhaps anger towards students when they did not do their homework or anger towards situation and condition of school that does not support working environment in school). This is in line with the theory of Salovey and Mayer (Ghoniem et al., 2011) that the need of emotional regulation refers to open ability towards feeling and to supervise and manage someone"s emotion and others in attempt of individual growth, further could experience job satisfaction. This result is supported by research of Orhan and Dincer (n.d) in which the dimension of emotional management takes control of significant correlation to job satisfaction (p<0.05). Yet it is different to the research of (Kerr et al., 2012) where emotional management aspect does not significantly influence towards internal job satisfaction with p value =0.55>0.05 and does not significantly influence towards external job satisfaction with p value =0.228>0.05.
Therefore, high school teachers in Kupang city with emotional intelligence are those with good social ability and are capable in understanding emotion so that they will be more able to tolerate frustration, perceive better planning to improve job satisfaction in the future. c. Hypothses 3: The result of hypotheses testing reveals an acceptable correlation between organizational commitment and its three aspects, and job satisfaction among high school teachers in Kupang city, as seen on Table 3. Based on the table above it can be known that p value of organizational commitment is < α = 0.000 < 0.05, p value of affective commitment and job satisfaction is < α = 0.000 < 0.05, p value of ongoing commitment and job satisfaction is < α = 0.000 < 0.05 and p value of affective commitment and organizational commitment is < α = 0.000. Furthermore, the value of Pearson"s (r) correlation on organizational commitment is r= 0,858, and because the value lies at the range of 0.799-1.000, there is a high correlation between organizational commitment and job satisfaction with a positive direction. Then the Pearson"s correlation on affective commitment aspect and job satisfaction is r=0,841 and because the value lies at the range of 0.799-1.000, there is a high correlation between affective commitment aspect and job satisfaction with a positive direction. The Pearson"s correlation on ongoing commitment aspect and job satisfaction is r=0.562 and because the value lies at the range of 0.340-0.599, there is a moderate correlation between ongoing commitment aspect and job satisfaction with a positive direction. And the third aspect is normative commitment with the Pearson"s (r) correlation of 0.805, and because the value lies at the range of 0.799-1.000, there is a high correlation between normative commitment aspect and job satisfaction with a positive direction. The more affective commitment, ongoing commitment and normative commitment are, the higher job satisfaction is. Therefore, there is a correlation between affective commitment, ongoing commitment and normative commitment and job satisfaction.
This illustrates that high school teachers in Kupang city have strong or high organizational commitment and leads to high job satisfaction. This result is shown through intensive teacher involvement in conducting their duties and responsibilities in school, maintaining values and educational purposes in school, thus considering teaching process as important and being responsible in their job that leads to job satisfaction. This is in accordance with the opinion of VandenBerg (Zembylas and Papanastasiou, 2004) that asserts that teacher who commits to their job will experience job satisfaction. (Farmer, 2004) cites that commitment and teacher"s job satisfaction are interactions that occur during teacher"s career. Therefore, a committed teacher in school reflects his job satisfaction.
The result of research is in line with the results of (Cherian, Alkhatib and Aggarwal, 2018), (Nimo Appiah-Agyekum, Suapim and Peprah, 2013), (V and Alessandri, 2009), (Probo, Dan and Kartika, 2008) , which discover the correlation between organizational commitment and job satisfaction. Yet, the result of research of (Norizan, 2012) and (Sonia, 2010) confirm that there is no correlation between organizational commitment and job satisfaction. The organizational commitment is reflected in several aspects described by (Allen and Meyer, 1990), namely affective commitment, ongoing and normative commitments.
Several aspects of commitment are shown on Table 3 as follows: 1. Aspect of affective commitment possess a positive and strong correlation to job satisfaction, with the value of Pearson"s correlation (r) 0.841 and p value <α (0.000<0.05). The strength of correlation of this affective commitment aspect is caused by the availability of high school teachers in Kupang city to involve in school"s organizational activities in which teachers could feel comfortable and eventually experience job satisfaction. 2. Aspect of ongoing commitment has a positive significant to job satisfaction where the value of correlation is in middle category with Pearson"s value (r)=0.562 and p value p<α (0.000<0.05). This means high school teachers in Kupang city possess enough cost benefit awareness if leaving school"s educational organization and therefore are able to sustain their commitment that leads to job satisfaction. 3. Aspect of normative commitment has significant correlation to job satisfaction with the value of Pearson"s correlation (r)=0.805 which means the correlation is very strong. This can be explained that high school teachers in Kupang city obtain a very strong commitment towards their duties and responsibilities in school, which eventually leads to job satisfaction. This can be seen by the existence of high school teacher"s intiative in Kupang city in conducting their duties, willing to work during holiday, prioritizing school work, working for achievement in performance, and considering work as devotion so that they feel job satisfaction.
Those three aspects of organizational commitment that correlate to job satisfaction are confirmed by (Zembylas and Papanastasiou, 2004) that education organization is a place where teachers commit to their job that affects on teacher"s job satisfaction and the achievement of students. In addition, organizational commitment has positive influence towards job satisfaction and also high productivity (Loan, 2020).
The result of research on the correlation between organizational commitment and job satisfaction aspects is appropriate to the result of result of (Ahmad, Ismail and Othman, 2017) who find the correlation between affective commitment and normative commitment towards job satisfaction of employees with the correlation (p<5%). This result of research is similar to the research of (Cherian, Alkhatib and Aggarwal, 2018) who discovers significant correlation between affective commitment and normative commitment Page │ 383 aspects with job satisfaction (p<0.05) but the ongoing commitment aspect does not have significant correlation (p>0.05). The similar research of (Cherian, Alkhatib and Aggarwal, 2018) also find a significant correlation between affective commitment, ongoing commitment and normative commitment aspects with job satisfaction that is shown by p<0,01. However, contrast to the research of (Norizan, 2012) and (Sonia, 2010) who do not locate significant correlation between the three aspects of affective commitment, ongoing commitment and normative commitment with job satisfaction (p>0.05). Therefore, individuals such as high school teachers in Kupang city gain vigorous organizational commitment, which reflects that individual correlation with organization has orientation of values, attitudes, and goals to involve in organization and maintain their membership in the organization and shape a feeling of job satisfaction in their work.
2. The result of Two-Way ANOVA Test a. Fourth hypotheses : The result of the fourth hypotheses reveals denied effect of interaction between emotional intelligence, organizational commitment towards job satisfaction based on gender of high school teachers in Kupang city, as seen on Table 4. Based on the Table 4 above there is a significant result of interaction between emotional intelligence, organizational commitment, gender and job satisfaction of 0.195>0.05, which means there is no significant interaction between emotional intelligence, organizational commitment and gender and job satisfaction. Adjust R Squared is 0.550, which means 55% variability of job satisfaction can be explained by variability of emotional intelligence, organizational commitment, and gender variables and variability of interaction between emotional intelligence, organizational commitment and gender. The pattern of interaction can be seen on Picture 1 as follows. Based on the picture above, the interaction pattern shown on Picture 1above demonstrates the absence of interaction between emotional intelligence, organizational commitment, and gender (male and female) and job satisfaction. However, it can be explained that job satisfaction among female is low if emotional intelligence and organizational commitment is low. On the other hand, male and female will achieve high job satisfaction if emotional intelligence and organizational commitment are high. Therefore, there is no effect on interaction between emotional intelligence, organizational commitment and gender towards job satisfaction.
b. Fifth hypotheses:The testing result of the fifth hypotheses showing an effect of interaction on emotional intelligence towards job satisfaction based on gender of high school, as seen on Picture 2.

Figure 3. Interaction Pattern Of Emotional Intelligence And Gender Towards Job Satisfaction
Picture 3above demonstrates that there is intersection on lines of gender that means there is interaction of emotional intelligence, gender and job satisfaction. At the level of job satisfaction with the category of low emotional intelligence, females gain a higher emotional intelligence compared to males. On the other hands, at the level of job satisfaction with the category of high emotional intelligence, males possess higher emotional intelligence than females. Thus, H 0 is denied and H 1, that there is an effect of interaction between emotional intelligence and gender towards job satisfaction of teachers, is accepted. where job satisfaction of male teacher at the category of low emotional intelligence receives lower level of emotional intelligence than female teacher. On the other hand, in terms of job satisfaction at the category of high emotional intelligence, male teacher has higher emotional intelligence than female teacher. This means male and female teachers possess different emotional intelligence towards job satisfaction. According to the authors, this is caused teachers in Kupang city in expressing, using and managing their emotion in working to achieve job satisfaction.
Those things above are in line with the research of (Padmaningrum, 2008) that based on the aspect of self-motivation ability, male lecturers have higher emotional intelligence than female lecturers. This is supported by the research of Ghoniem et al. (2011) that there is interaction effect on emotional intelligence on male and female towards job satisfaction with significant level 0.004<0.05. However, this result is not in accordance with the research of (Salim et al., 2012) who find the absence of interaction effect between emotional intelligence and gender towards job satisfaction. Page │ 385 c. Sixth hypotheses: The result of the fifth testing reveals an effect of interaction of organizational commitment towards job satisfaction based on gender of high school teachers inKupang city, as seen on Table 6. Based on Table 6 above it can be seen that there is significant result of 0.463 > 0.05 of interaction between organizational commitment, gender and job satisfaction, which means there is no significant interaction between organizational commitment, gender and job satisfaction. It describes that male and female teachers consider organizational commitment as normal to be owned so that it does not produce interaction effect towards job satisfaction Adjust R Squared is 0.426, which means there is 42.6% variability of job satisfaction can be explained by variability of organizational commitment and gender variables and interaction between organizational commitment and gender. The pattern of interaction can be seen on Picture 4.

Picture 4. The Interaction Pattern of Organizational Commitment and Gender towards Job Satisfaction
Based on picture 4, it can be seen that lines on gender do not interaction, which means there is no interaction between organizational commitment, gender and jo satisfaction. However, it can be explained that males will achieve low job satisfaction if the organizational commitment is also low. Similarly, females will achieve low job satisfaction if the organizational commitment is low. On the other hand, males and females will gain high job satisfaction if the organizational commitment is high. Therefore, there is no effect of interaction between organizational commitment and gender towards job satisfaction of teachers.
The authors argue that organizational commitment and gender variables leave bigger effect on job satisfaction compared to emotional intelligence and gender variables. This because high school teachers in Kupang city will feel job satisfaction if they possess commitment in organization. And if teacher obtains his organizational commitment, he can tackle his challenge that hampers his satisfaction in working. The absence of work commitment leads to disadvantage of members in the organization. This is in accordance with Meyer and (Allen and Meyer, 1990) that the problem of organizational commitment is correlated with certain Page │ 386 behaviours such as work absence, job satisfaction, and intensity of employee"s exit, work motivation and job achievement. This is in line with the research of Pedro (Gehlawat, 2012) that the commitment of teacher"s organization has been main phenomena that produce job satisfaction among teachers.
The difference between job satisfaction among male and female teachers is also found in this research. It is found that, based on the average value, there is difference on average of job satisfaction among male anf female teachers, where male job satisfaction is at 59.13 higher than that of female at 58.19. According to the authors, this happens because male and female are psychologically different in experiencing job satisfaction. This is match to Budiman (Rahman, Akhter and Khan, 2017) who asserts that males are more rational, active, and aggressive in fulfilling their needs. This is clarified in the Kartono"s (Rahman, Akhter and Khan, 2017) view that men are more aggressive and expressive by gaining attack power to master their circumstances and are more enthusiastic in expanding their power, while women are more passive in fulfilling their needs, thus creating difference among men and women in experiencing job satisfaction.
3. The Result of Difference Test a. Seventh hypotheses: The result of hypotheses testing reveals significant different on job satisfaction based on gender on high school teachers in Kupang city, as seen on Table 7.  Table 7 demonstrates that in average males acquire higher job satisfaction than females. In males there is average of job satisfaction of 59.13 and job satisfaction of 58.19. Based on the table above, Levene"s test was firstly conducted (homogeneity test)and it is known the significant value at F 0.025 < 0.05 then those two variants are different (different variant of job satisfaction data among males and females).Therefore, t test uses output equal variances not assumed (with the assumption of different variants). Then t two independent sample was conducted. Table of distribution t with α = 0.05:2 = 0.025 (two way test) with degree of freedom (df) n-2 or 106-2 =104. With 2 way testing (significant= 0.025) the result of t table is1,983whereas t count is 0.747. Therefore, 0.747 < 1,983 (t count <t table )then there is no difference on job satisfaction among males and females, with significance of 0.457 > 0.05.
This describes that male and female teacher"s gain similar potential in encountering job satisfaction. This is because, a case in point, similar sum of salary on male and female teachers, then male and female teachers similarly regard teaching as an important job and acquire similar support from their colleagues. It is in alignment with the opinion of feminist Barn House (Rahman, Akhter and Khan, 2017) (Metle and Alali, 2018) that there is no difference between the level of job satisfaction and gender. Also other research of (Naeem Akhtar et al., 2010) who pinpoints that there is no significant difference on job satisfaction between male and female teachers in elementary state and private schools in subdistrict of Tebet Jakarta and this is provided by the research of (Nataliningsih, Gijanto Purbo Suseno, Sugiyanto, 2020) On the other hand, there is research that supports the difference on gender (between man and woman) in terms os job satisfaction, as conducted by (Rahman, Akhter and Khan, 2017) and (Nagar, 2012) who unearth the difference of satisfaction among man and woman.

IV. CONCLUSION
There are factors related to job satisfaction, namely organizational commitment and all three aspects as well as emotional intelligence with all three aspects. and there is an influence of the interaction of these factors with job satisfaction. and female and male teachers do not have differences in job satisfaction.