Evaluation of Education Personnel Performance: The Impact of Job Satisfaction and Customer-Oriented Behavior

In educational organizations, employees, are among the most valuable assets. Satisfaction with the organization leads to more performance and contributes significantly to the overall success. To achieve the best performance and service quality, examining the satisfaction of educational personnel is essential. This study adopted a descriptive quantitative method, with a sample of 22 education personnel from the Master of Management program at the Faculty of Economics and Business, Universitas Trisakti, Jakarta. Data analysis was conducted using the Structural Equation Model (SEM) with SmartPLS software. The results showed that job satisfaction significantly influences the performance of education personnel, and also impacts customer-oriented behavior. Satisfied education personnel tend to perform well and provide optimal service to customers, including students, alumni, lecturers, and other external stakeholders. Furthermore, customer-oriented behavior among education personnel contributes to achieving optimal work outcomes.

Introduction

In educational organizations, the workforce is categorized into two main groups, namely lecturers and employees. Apart from lecturers, education personnel are valuable assets playing a crucial role in the development of a study program. Enhanced performance significantly influences the competitiveness of study programs. Innovations also enable the successful implementation of advancements and positively impact sustainability through quality services and strong relationships with students, alumni, lecturers, and external stakeholders, ultimately contributing to a positive image.

In a previous study, Nilasariet al. (2024) examined the effect of job satisfaction on the performance of education personnel. Therefore, to conduct further study on the impact of job satisfaction on the performance of education personnel and customer-oriented behavior, as well as to explore how the performance of education personnel influences customer-oriented behavior is essential. Since higher education institutions fall under the service industry, education personnel must accept behaviors that prioritize consumers, including students, alumni, lecturers, and other external stakeholders.

Literature Review

The Impact of Job Satisfaction on Performance

The study by Rosdianaet al. (2022) showed that job satisfaction significantly influences employee performance. This suggests that job satisfaction is a key factor affecting employee performance outcomes. Similarly, a study conducted by Pratama and Nilasari (2022) showed that job satisfaction has a positive impact on employee performance. According to Sadat and Nilasari (2022), job satisfaction significantly influences the performance of employees at Media Nusantara Citra Group Television Station. Each employee has a distinct level of satisfaction based on their respective roles. When job aspects align with individual desires, performance improves accordingly. Based on the results of the previous studies, the following hypotheses are formulated:

• H1: There is an impact of Job Satisfaction on the Performance of Education Personnel.

From the literature review and previous research, a conceptual framework of research can be built, which can be seen in the Fig. 1.

Fig. 1. Conceptual framework.

The Impact of Job Satisfaction on Customer-Oriented Behavior

The service quality concept is often referred to as customer-oriented behaviors, with many companies explicitly emphasizing the importance of prioritizing customers (Anaza & Rutherford, 2012). The service provider industry is one of the fields with the highest level of customer interaction. Therefore, employees must cultivate strong relationships with customers, which is a crucial strategy for organizational excellence and competitiveness (Lee Ping & Ungku Ahmad, 2015). Customer orientation refers to a set of actions carried out by businesses to assist their sales and service teams in prioritizing customer needs and ensuring satisfaction (Kohliet al., 1993). Employee job satisfaction can influence customer-oriented behavior (Joo & McLean, 2006). A study by Lee Ping and Ungku Ahmad (2015) showed that the job satisfaction practice and impactive commitment in health care will assist management in producing highly customer-oriented behavior among Malaysian hospital staff. The following hypothesis can be formulated based on the findings of the previous study:

• H2: There is an impact of Job Satisfaction on Customer-Oriented Behavior.

Impact of Customer-Oriented Behavior on Performance

According to Chuang and Lin (2013), customer-oriented is the core of business success. Organizations must recognize that customer-oriented mindset is a psychological influence that has desirable work outcomes, which shape the conception of employee attitudes towards the work. Customer orientation is the employee attitudes and behaviors characterized by high demand for the needs, wants, and demands of the organization customers (Abedini Koshksarayet al., 2020). Moreover, a customer-oriented employee strives to understand customer needs and provide relevant information, which influences the customers to make more informed decisions (Jaramilloet al., 2007). The study also shows that a higher level of customer orientation leads to an expansion in customer trust, and retention, and enhances the performance of employees (Guenzi & Georges, 2010; Yavas & Babakus, 2010). Based on this background, the following hypothesis was formulated:

• H3: There is an influence of Customer-Oriented Behavior on the Performance of Education Personnel.

Methods

In this study, the individual, specifically educational personnel from the Master of Management study program at the Faculty of Economics and Business, Universitas Trisakti. This study employs a cross-sectional design with data collected over a specific period between November and December 2024. The descriptive quantitative method adopted aims to systematically, objectively, and accurately describe the characteristics and nature of a particular population or phenomenon. The study population comprised 22 respondents, and a saturated sampling method (census) was applied to ensure that all population members were included in the sample (Sugiyono, 2018).

Data were gathered through a questionnaire using a Likert scale from 1 to 5, representing: strongly disagree (STS), disagree (TS), moderately agree (CS), agree (S), and strongly agree (SS) Job satisfaction in this study was assessed using 45 statement items, categorized into five dimensions, Supervision, Pay, Promotion Opportunities, Co-Workers, and Job Itself. The performance of educational personnel is measured using five statements, while customer-oriented behavior was evaluated with five questions. Table I presents the variables, dimensions, and indicators of this study.

Table I. Study Variables, Dimensions, and Indicators

No.	Variable & dimension	Indicator
Job satisfaction ( Nilasari et al., 2024 )
1	Supervision	1. Superiors can protect staff.
		2. Superiors give clear directions at work.
		3. Superiors accommodate the aspirations of staff.
		4. Superiors offer support to staff during interactions with colleagues.
		5. I feel comfortable working with my boss.
		6. The boss directly informs the staff about the results of the work performed.
		7. I receive expressions of gratitude from my superiors when I perform well.
		8. Superiors can respond to staff complaints.
		9. There is a personal relationship between the supervisor and the staff.
2	Pay	1. I receive a regular salary every month.
		2. The salary I receive meets my daily needs.
		3. The faculty’s salary policy aligns with my job responsibilities as a staff member.
		4. The additional work that I do gets additional incentives.
		5. The Hari Raya allowance provided by the University is in accordance with my length of service.
		6. The health benefits offered by the University comply with the established regulations.
		7. The recreation program held by the faculty is useful for me.
		8. University policy in providing old age allowance (pension) will be beneficial to me.
		9. The faculty’s policy regarding the provision of annual bonuses is beneficial to me.
3	Promotion opportunities	1. Promotion is based on performance appraisal.
		2. There are clear regulations on promotion.
		3. Clear promotion time rules that apply in the faculty.
		4. Promotion opportunities given to staff.
		5. The implementation of the socialization of promotion policies enforced by the faculty is in accordance with the regulations.
		6. Opportunities to advance in promotion in the job I have.
		7. Justice is done by the faculty in conducting promotions for all staff.
		8. I have the opportunity to advance my career based on the working conditions at the faculty
		9. The faculty’s administrative policies and governance are well-organized.
4	Co-worker	1. Able to adapt well with coworkers.
		2. A collaborative spirit with coworkers to achieve targets.
		3. Feeling at ease working with my colleagues.
		4. A willingness to socialize with colleagues to build strong communication relationships.
		5. Engaging with coworkers to enhance work productivity.
		6. The closeness of colleagues in coordinating tasks.
		7. Opportunities to assist coworkers with work-related challenges.
		8. The competence and expertise to support one another’s work.
		9. Workgroup tasks are divided in line with my education and skills.
5	Job itself	1. My job requires creativity.
		2. My tasks demand creative ideas to accomplish.
		3. I have the opportunity to perform my work independently.
		4. I am responsible for organizing my own tasks.
		5. I have the freedom to make my own decisions.
		6. There are many challenges in the performance of tasks.
		7. There is variety in my work.
		8. My work routine is monotonous.
		9. The content of my work is in line with expectations.
Performance of education personnel ( Carmeli et al., 2007 )
		1. I follow the organizational rules and procedures in my work.
		2. My work is reliable.
		3. My work results are trustworthy.
		4. I produce high quality work.
		5. I am very strict in doing my job correctly.
Customer-oriented behavior ( Anaza & Rutherford, 2012 )
		1. I always listen to my customers (students) carefully.
		2. I always make my customers (students) feel like the only people I serve.
		3. All customer problems are important to me.
		4. I always give important attention to each customer.
		5. I always complete my service to each customer.

The SEM method supported by SmartPLS software, was utilized to analyze the validity, reliability, and hypothesis testing of the impact of job satisfaction on performance and customer-oriented behavior. The use of SmartPLS software was selected due to the small number of respondents.

Result and Discussion

Respondent Demographic Data

According to the results of data collection through questionnaires distributed, the characteristics of each respondent were known, providing valuable input for leaders and all stakeholders in the organization. The characteristics of the 22 respondents are summarized in Table II.

Table II. Gender, Marital Status, Age, Employee Status, and Work Unit of Respondents

No	Demographic	Frequency	Percentage
1.	Gender
	Males	13	59.1
	Females	9	40.9
2.	Marital status
	Married	18	81.8
	Unmarried	3	13.6
	Divorce	1	4.5
3.	Age
	21–35 years	6	27.3
	36–50 years	2	9.1
	36–50 years	3	13.6
	>50 years	11	50
4.	Employee status
	Permanent employees	15	68.2
	Employee Candidate	3	13.6
	Contract Employee Dean Decree	4	18.2
5.	Work unit
	Academics	11	50
	Finances	3	13.6
	Secretariat	4	18.2
	Others	4	18.2
	Total	22	100

From Table II, the majority of the respondents are male, 13 (59.1%) compared to nine females (40.9%). Regarding marital status, most respondents are married, 18 individuals (81.8%) while the smallest group comprises divorced individuals with only one person (4.5%). In terms of age, the largest group is over 50 years old (11 respondents, 50%) while the smallest group falls within the range of 36 to 45 years, three individuals (13.6%).

For employment status, the majority are permanent employees, 15 people (68.2%) while the smallest group is prospective employees, three people (13.6%). Regarding the work unit, most respondents belong to the academic department, 11 people (50%) while the smallest group works in the finance department, three people (13.6%).

Table III indicates that the majority, 12 respondents (54.5%) have never held a structural position, compared to those who have or are currently serving in such roles 10 respondents (45.5%). Regarding education, most respondents hold a bachelor’s degree, 10 individuals (45.5%) and the smallest group has a Diploma, one person (4.5%). In terms of tenure, the largest group of respondents has over 20 years of service, 12 individuals (54.5%).

Table III. Education, Tenure, Salary, and Family Dependents

No	Demographic	Frequency	Percentage
1	Structural position
	Ever/Administered	10	45.5
	Never served	12	54.5
2	Education
	Senior high school	3	13.6
	Diploma	1	4.5
	Bachelor	10	45.5
	Master	8	36.4
3	Tenure
	1–5 year	2	9.1
	6–10	4	18.2
	10–15	2	9.1
	15–20	2	9.1
	>20	12	54.5
4	Salary
	IDR. 3.000.000–6.000.000	10	45.5
	IDR. 6.000.001–9.000.000	12	54.5
5	Family dependents
	None	4	18.2
	1–2 people	11	50.0
	3–4 people	7	31.8
	Total	22	100

The Table further shows that the majority of respondents earn a monthly salary between Rp. 6,000,001 and Rp. 9,000,000, with 12 individuals (54.5%) compared to 10 (45.5%) respondents receiving more than Rp. 9,000,000 monthly. Regarding family dependents, most respondents have dependents of one to two dependents, 11 people (50%), and the smallest respondent has no dependents, four people (18.2%).

Table IV shows the results of the data analysis of respondents perceptions of the variables under study.

Table IV. Respondents’ Perception of Supervision

Code	Statement	Mean
S1	Superiors can protect staff.	3.95
S2	Superiors give clear directions at work.	4.14
S3	Superiors accommodate the aspirations of staff.	3.91
S4	Superiors offer support to staff during interactions with colleagues.	4.09
S5	I feel at ease working with my boss.	4.23
S6	The supervisor directly informs the staff about the results of their work.	4.14
S7	I receive expressions of gratitude from my superiors when I perform well.	4.14
S8	Superiors are responsive to staff complaints.	3.86
S9	A personal relationship exists between superiors and staff.	3.95
	Supervision	4.05

Table IV reveals that the Supervision variable yields an mean score of 4.05, categorizing it as “very good” or “strongly agree.” This suggests a predominantly positive perception of Supervision among respondents.

Notably, the highest mean score within this variable was obtained for statement S5, “I feel comfortable working with my supervisor”, with a score of 4.23. Conversely, statement S8, “Superiors can respond to staff complaints,” received the lowest mean score of 3.86.

In addition to the nine statements on supervision, the researcher included two open-ended questions to further enhance and enrich the study findings. Firstly, “How is the implementation of work supervision carried out by superiors to you?” Most respondents indicated that the supervision provided by the supervisor was appropriate and impactful with clear instructions, the setting of work standards, and the measurement of the activities performed. Respondents also mentioned that superiors are always ready to assist, provide guidance tailored to the specific area of work and are willing to oversee progress directly. Weekly meetings, leadership discussions, and open communication between superiors and subordinates contribute to continuous improvement. Secondly, “How is the follow-up to the results of work supervision that has been carried out?” The responses to these open-ended questions show that most respondents agreed that the follow-up to the results of work supervision that had been carried out was progressing well. The respondents also noted that the superiors provided clear directions, were willing to monitor directly, and offered feedback or revision as required. The respondents also hope that the follow-up process of work supervision that has been carried out could be better by introducing incentives in the form of bonuses or other awards.

Table V shows that the mean score for the Pay variable is 4.01, which is categorized as “very good” or “strongly agree.” This indicates that respondents generally have a positive perception of Pay. The statement receiving the highest rating related to Pay is P1, “The salary I receive is obtained regularly and on time every month,” with a mean of 4.27. Meanwhile, the lowest mean score was in statement P2, “The salary I receive is sufficient for my daily needs;” with a mean score of 3.77.

Table V. Respondents Perception of Pay

Code	Statement	Mean
P1	I get my salary regularly and on time every month.	4.27
P2	The salary I receive is sufficient for my daily needs.	3.77
P3	The leadership policy in determining the salary is in accordance with my work duties as a staff.	3.95
P4	The additional work that I do gets additional incentives.	4.09
P5	The Hari Raya allowance provided reflects my length of service.	3.95
P6	The health benefits offered align with the established regulations.	3.91
P7	The recreation program that is held is useful for me.	4
P8	The policy of providing an old-age allowance (pension) will be beneficial to me.	4.05
P9	Policies relating to the provision of annual bonuses are beneficial to me.	4.05
	Pay	4.01

In addition to the nine statements respondents answered, the researcher included two open-ended questions to gain deeper insights and enrich the study results. Firstly, “How is the preparation of the payroll system and benefits that have been received at this time?”, The results of the respondents align with applicable regulations. Expectations for further improvement need to be addressed in line with the latest developments and situations, such as adjustments to the new Worker Minimum Wage. Monitoring of salary structure, including determination of basic salary and salary scale, as well as benefits received, such as health benefits, allowances, and transportation. Moreover, performance bonuses and other incentives should be enhanced. The reward system should be strengthened, based on length of service, tax, social security organizing agency, pension and other deductions should be reviewed.

Concerning the second open-ended question related to the pay variable “Do you think the salary and benefits received at this time are in accordance with the position and work performed?” Respondents indicated that the salaries and benefits received align with applicable regulations. However, some respondents noted that, considering the current situation and conditions, salaries and income should be reviewed due to increasing living expenses.

Table VI indicates that the mean score for the Promotion Opportunities variable is 3.80, which falls within the “good” and “agree” category. This suggest that respondents generally perceive Promotion Opportunities positively. The highest mean score was recorded for the PO9 statement, “The policies and administrative governance of the MM study program are well planned,” with a score of 4. In contrast the lowest mean score was observed for the PO3 statement, “There are clear promotion time rules” with a score of 3.64.

Table VI. Respondents’ Perceptions of Promotion Opportunities

Code	Statement	Mean
PO1	Promotion is determined by performance evaluations.	3.82
PO2	Clear regulations exist regarding promotions.	3.73
PO3	TSpecific time rules for promotions are in place.	3.64
PO4	There is a promotion opportunity given to staff.	3.77
PO5	The implementation of the socialization of the promotion policy in place is appropriate.	3.73
PO6	There are opportunities for advancement in position promotions.	3.91
PO7	Promotion opportunities are fairly accessible to all staff.	3.77
PO8	I have the opportunity to advance my career based on the working conditions.	3.86
PO9	The administration policies and governance of the MM study program are well-planned.	4
	Promotion opportunities	3.80

Regarding the nine statements on Promotion Opportunities that respondents addressed, the researcher included two open-ended questions to deepen and enrich the study findings. Firstly, “How is the basis for staff to get a promotion so far?”, In general, respondents were aware of the criteria for staff promotion which include assessing competence, good performance, mastery of soft skills, ability to cooperate with coworkers, ethics and integrity, skill improvement, and discipline.

Regarding the second open-ended question on the Promotion Opportunities variable, “Does the current promotion provide equal opportunities in accordance with the principles of fairness?” Some respondents stated that the promotions were in line with applicable policies providing equal opportunities based on justice and existing criteria. However, other respondents indicated that this is still not in accordance with the principles.

According to Table VII, the mean score for co-workers is 4.23, which falls within the “very good” or “strongly agree” category. This indicates that, in general respondents have a positive perception of their Co-Worker. The highest perception of co-workers was in statement C6, “The closeness of coworkers to coordinate in work,” with a mean score of 4.33. conversely, the lowest mean score was recorded in statement C7, “Having the opportunity to help coworkers who have work problems” with a score of 4.09.

Table VII. Perception of Co-Worker Respondents

Code	Statement	Mean
C1	Capable of adapting well with coworkers	4.27
C2	A collaborative spirit with coworkers to achieve targets	4.23
C3	Feeling at ease working with my colleagues	4.23
C4	A desire to engage with colleagues to build strong communication relationships	4.27
C5	Sociability with my coworkers to support work productivity	4.32
C6	The closeness among coworkers in coordinating work	4.33
C7	Opportunities to assist coworkers with work-related challenges	4.09
C8	The competence and expertise of coworkers to support each other’s work	4.18
C9	Division of work group tasks based on my education and skills	4.18
	Co-worker	4.23

Regarding the open questions on the Co-Worker variable, the researcher added two open-ended questions to deepen and enhance the study results. Firstly, “How is the working relationship with coworkers to complete the work done?” responses obtained suggested a generally positive relationship between coworkers in completing work. Each of them supports and helps one another, maintains effective communication, and coordinates well in work processes. Additionally, the co-workers are willing to hear complaints, and the solutions proposed tend to be more innovative and easily accepted by all parties involved.

Regarding the second open-ended question on co-worker variables, “Is the division of labor done according to the job description?” The respondents indicated that the division of labor generally aligns with job description, skills, education, and workload. However, some employees still delegate their responsibilities to other colleagues.

Table VIII indicates that the Job Itself variable yields an mean score of 3.85, categorizing it as “good” or “agree.” This suggests that respondents generally hold a positive view. The highest score variable was achieved for the statement “My job requires creativity,” with a mean of 4. Conversely, the lowest score was recorded for statement J5, “I am free to make my own decisions,” with a mean score of 3.68.

Table VIII. Respondents’ Perception of Job Itself

Code	Statement	Mean
J1	My job demands creativity.	4
J2	My tasks require innovative ideas to be completed.	3.86
J3	I have the opportunity to perform my work independently.	3.77
J4	I am responsible for organizing my tasks.	3.95
J5	I have the freedom to make my own decisions.	3.68
J6	There are many challenges in the performance of tasks.	3.86
J7	There is variety in my work.	3.91
J8	My work routine is not monotonous.	3.95
J9	The content of my work is in line with expectations.	3.82
	Job itself	3.85

To further explore this variable, two open-ended questions were added. Respondents generally found their current job interesting and challenging, citing reasons such as opportunities to use personal skills, appropriate challenges, teamwork, and a healthy work-life balance.

Regarding open-ended questions on the job-it-self variable, “Does your current job position feel suitable?” In general, respondents indicated that the current job description aligns well with their skills and experience. Moreover, the respondents also noted a reasonable workload, responsibilities that align with their position, satisfaction in solving problems, support from superiors and coworkers, and access to the needed resources.

Table IX presents the mean performance variable data revealing an mean score of 4.13, which is within the “very good” category. This indicates that, in general respondents perceive performance positively. The respondents’ perception perceiving the highest performance was in statement K1, namely “I work according to organizational rules and procedures;” with a mean score of 4.18. The statement with the lowest mean score, as perceived by respondents, was K4, namely “I produce high-quality work;” with a mean score of 4.18.

Table IX. Respondents’ Perception of Performance

Code	Statement	Mean
K1	I work according to organizational rules and procedures.	4.18
K2	My work results are reliable.	4.18
K3	My work is trustworthy.	4.14
K4	I produce high-quality work.	4
K5	I am very strict in doing my work correctly.	4.14
	Performance	4.13

Based on the fifth statements regarding performance that respondents have noted, the researcher included two open questions to to further deepen and enrich the study results. Regarding open questions on performance, “Is the work assigned according to your abilities?” Overall, respondents indicated that it was suitable where there was a clear understanding of the purpose of the appointment, the necessary skills, sufficient resources, and the ability to manage time and face challenges, and were assisted by several colleagues.

Respondents to the open-ended questions on performance variables, “Are you able to complete the work according to the job objectives?” generally reported that the respondents could complete their tasks effectively, identifying the steps that needed to be taken to solve problems, maintaining open communication and providing transparent feedback, taking a patient and empathetic method, listening well to student and lecturer complaints, monitoring the progress of completion satisfactorily.

Table X illustrates that the mean score for the performance variable is 4.21, falling within the “very good” category. This suggests that respondents generally hold a favorable perception of customer-oriented behavior. The respondents’ perception of the highest level of customer-oriented behavior is reflected in the COB1 statement, namely “I always listen to customers (students) carefully,” with a mean score of 4.36. The COB2 statement received the lowest mean score from respondents, namely “I always make my customers (students) feel the only people I serve;” with a mean score of 4.09.

Table X. Respondents’ Perception of Customer-Oriented Behavior

Code	Statement	Mean
COB1	I always listen to my customers carefully.	4.36
COB2	I always make my customers feel like the only people I serve.	4.09
COB3	All customer problems are important to me.	4.18
COB4	I always give important attention to each customer.	4.18
COB5	I always complete my service to each customer.	4.23
	Customer-Oriented Behaviour	4.21

Based on the five statements related to customer-oriented behavior that respondents answered, the researcher added two open questions to deepen and enrich the study results. Regarding open questions on customer-oriented behavior variables, “Are student/lecturer complaints responded to quickly by you?” In general, respondents stated that student and lecturer complaints were responded to quickly where students and lecturers must get fast and satisfying service by listening to complaints with empathy and using positive body language, maintaining a calm and professional attitude, and avoiding getting emotional.

In relation to open questions on customer-oriented behavior variables, “What do you do to defuse disputes with students/faculty?” In general, respondents stated that the respondents listened with empathy, remained calm and professional, communicated realistic solutions, created an environment that supported open dialogue, compromised and developed joint solutions, and resolved problems in accordance with applicable regulations.

Analysis to measure Coefficient Beta and T Statistics can be seen in Figs. 2 and 3.

Fig. 2. Coefficient Beta. Source: Processing results with SmartPLS 3.0.

Fig. 3. T statistics. Source: Processing results with SmartPLS 3.0.

The validity test results show that all study indicators are valid and in accordance with the requirements of Factor Loading higher than 0.5. Similarly, the reliability test results confirm that all study variables are reliable, as the AVE value exceeds 0.5, and both the Composite Reliability and Cronbach’s Alpha values are greater than 0.7.

• Hypothesis 1: The findings in Table XI show that job satisfaction has a positive and significant effect on the performance of educational personnel (T Statistics = 2.296, p-value = 0.022 ≤ 0.05), thereby supporting hypothesis 1. The impact of job satisfaction on the performance of education personnel is 0.369. This finding supports theory and previous study, including from Rosdianaet al. (2022), Pratama and Nilasari (2022), Sadat and Nilasari (2022). Job satisfaction has a positive and significant effect on the performance of education personnel. This suggests a positive correlation between job satisfaction and performance. Specifically, when job satisfaction is high, comfort with superiors, regular salaries, and well-planned policies and governance contribute to adherence to organizational rules and procedures.

Table XI. Hypothesis Test

Hypothesis	Beta	T statistics	P values	Conclusion
Job Satisfaction → Performance of Educational Personnel	0.369	2.296	0.022	Supported
Job Satisfaction → Customer-Oriented Behavior	0.674	4.664	0.000	Supported
Customer-Oriented Behavior Performance of Educational Personnel	0.555	2.795	0.005	Supported

• Hypothesis 2: The results obtained in Table XI, indicate that job satisfaction has a positive and significant impact on customer-oriented behavior (T Statistics value = 4.664, p-value = 0.000 ≤ 0.05), which represents hypothesis 2 is supported. The effect of job satisfaction on personnel education performance is 0.674. This finding supports theory and previous study, including from Joo and McLean (2006), Lee Ping and Ungku Ahmad (2015). The job satisfaction impact on customer-oriented behavior is positive and significant. Higher job satisfaction leads to more positive customer-oriented behavior.

Specifically, when respondents are comfortable working with superiors, receive regular salaries, and experience well-planned governance, they tend to demonstrate customer-oriented behavior. This includes listening carefully to customers and completing services to satisfaction.

• Hypothesis 3: The regression analysis in Table XI reveals that Customer-Oriented Behavior has a positive and important effect on the implementation of education personnel (T Statistics value = 2.795, p-value = 0.005 ≤ 0.05), this implies that hypothesis 3 is supported. The amount of influence of Customer-Oriented Behavior on the performance of educational personnel is 0.555. This finding supports theory and previous study, including from Chuang and Lin (2013), Abedini Koshksarayet al., (2020), Jaramilloet al. (2007), Guenzi and Georges (2010), Yavas and Babakus (2010). The impact of customer-oriented behavior on education personnel performance is positive and significant. Higher customer-oriented behavior leads to better performance.

When education personnel listen carefully to students and deliver services effectively, adherence to organizational regulations and reliable results are more likely.

Conclusion

The results conclude that the level of education personnel in the MM FEB Usakti study program falls into the “fairly good” category with a mean score of 3.988. out of the 5 dimensions of job satisfaction, the Co-worker have the highest score (mean 4.23) while Promotion Opportunities recorded the lowest (mean 3.8). Compared to the 2023 study results, there has been decline in satisfaction levels. In 2023, the highest measurement was Co-worker with a mean of 4.39, while the lowest was for Promotion Opportunities at 3.99. Despite this decrease, Co-workers remains the highest-rated dimension and the Promotion Opportunities continues to rank lowest.

The factors affecting job satisfaction among education personnel in the MM FEB Usakti study program, ranked from highest to lowest, are Co-worker, Supervision, Pay, Job Itself, and Promotion Opportunities. These rankings have remained consistent across the 2023 and 2024 studies. The education personnel satisfaction factors that are not yet optimal include, Promotion Opportunities, which is categorized as “fairly good” (mean 3.8), and Job it Self with an mean score of 3.85. In contrast, dimensions categorized as “excellent” are Co-workers (4.23), Supervision (4.05), and Pay (4.01).

The study also highlights the impact of job satisfaction on the performance of education personnel. Satisfied education personnel exhibit attitudes and behaviors that enhance their performance, enabling them to meet predetermined work standards. Additionally, job satisfaction also influences customer-oriented behavior. Satisfied education personnel are more likely to serve customers (lecturers, and students) optimally. consequently, customer-oriented behavior among education personnel contributes to improved work outcomes.

Recommendation

The behavior of customer-oriented education personnel has a more significant influence on improving their performance compared to the impact of job satisfaction. Therefore, organizations should maintain customer-oriented behaviors among employees. This can be done by providing refreshment training programs. These programs aim to update the knowledge and skills of employees who are already competent in customer service. For instance, training can focus on areas such as effective communication, product knowledge, consumer handling, problem-solving, and professional attitude development.

Meanwhile, the job satisfaction of education personnel needs to be improved by having clear rules for promotion timelines and ensuring fairness in getting promotion opportunities. Education personnel can make their own decisions and have the opportunity to complete work independently. Furthermore, salaries should adequately meet daily needs and health benefits should align with established standards. Superiors should actively respond to complaints of education personnel and accommodate their aspirations, have the chance to help colleagues and the work group tasks division should be in accordance with the education and skills possessed by education personnel.