AUTHENTIC LEADERSHIP BEHAVIOR IN PUBLIC MIDDLE SCHOOL

This study aims to determine the effect of managerial competence and cooperation of school principals on the job satisfaction of educators in state junior high schools. This research uses quantitative and descriptive approaches. In terms of this type of research is a type of correlational research that is research that seeks to connect two or more variables based on facts that have occurred through data collection, data processing, then analyzing and finally explaining according to facts. The population of this study was all school principals and state junior high school teachers in East Borneo (South Balikpapan and East Kutai). The sampling technique uses this purposive sampling technique by taking schools in the Municipality of Balikpapan and East Kutai with a total of 20 teachers. The results of this study indicate that there is a positive and significant correlation between the managerial skills of school principals ((X1) and the satisfaction of teachers (Y) of SMP in East Borneo with a partial correlation coefficient of 0.450. then known that there is a significant correlation between the cooperation of principals (X2) on the satisfaction of teaching staff (Y) SMP in East Borneo with a partial correlation coefficient of 0.209. and there is a significant influence between the managerial skills of principals (X1) and collaboration of principals (X2) on the satisfaction of educators (Y) Middle East Borneo Middle Schools with a multiple correlation coefficient (Multiple R) of 0.440 which means that the managerial skills of principals ((X1) and the cooperation of school principals (X2) towards the satisfaction of educators (Y) is 44.0% so that the high and low level of managerial skills in school principals, and the cooperation of school principals will determine the satisfaction of teacher performance.


I. INTRODUCTION
An overview of the evolution of school Implementation of Minister of Education Regulation no. 13 of 2007 concerning the competency standards of principals set dimensions of principals' competencies including personality, managerial, entrepreneurship, supervision and social competencies. The level of the principal's ability to direct, empower, mobilize and develop school resources in improving the quality of education at school depends on the competency of the principal's managerial principal. Ministry of National Education (2007), outlines that the school principal is an educator who gets an additional assignment. The task of a school principal is crucial in improving the quality of education at the school. A principal, in addition to being able to carry out management processes that refer to management functions, is also required to understand and apply the whole substance of educational activities.
Sanusi in Rais (2014: 2) states that, changes in the role and function of schools from static in the past to the dynamic and functional constructive in the era of globalization, bringing school responsibilities to the broader.
One of the functions of the principal of the school as an educational administrator needs to equip his educational leadership insight with knowledge and attitude that is anticipative of changes that occur in community life, including the development of macro education policies.
In the perspective of improving the quality of education there are four abilities that must be possessed by an educational leader, namely: (1) The ability to organize and assist staff in formulating improvements in education in schools in the form of a complete program; (2) The ability to generate and foster confidence in yourself from educators and other school staff members; (3) The ability to foster and foster cooperation in promoting and implementing supervision programs; and (4) The ability to encourage and guide educators and all other school staff so that they are willing and responsible to actively participate in every school's efforts to achieve the school's goals as best they can.
One of the prepositions on education policy for school principals, that the minimum competency of a school principal is to have knowledge and skills in the field of school administration, human relations skills with student and community staff, and instructional and non-instructional technical skills.
According to Katz and Payol (Robbins, 2003) that in the framework of carrying out managerial tasks, a minimum of three types of skills are required, namely technical skills, human skills, conceptual skills.
(1) Technical skills, namely skills related to certain knowledge, methods, and techniques in completing certain tasks; (2) Human skills are skills that show the ability of a manager to work efficiently with others; (3) Conceptual skills are skills relating to the way the headmaster views the school, the relationship between the school and the structure above it and with social institutions, and the overall school work program.
The principal is the person who is responsible for fostering cooperation in the school. A pleasant atmosphere of cooperation in schools will occur if the principal, teachers, administrative staff and students have an agreement in achieving educational goals at school. Disagreement between these elements will lead to conflict in the school. This of course will hamper efforts to achieve educational goals. For this reason, school principals must try to avoid conflicts in the school. Thus the role of the principal is very important in helping to realize job satisfaction with teachers at the school.
Based on the problem limitation that is the focus of the study, the formulation of the problem can be described as follows: 1. Is there an influence between principals' managerial competence on the job satisfaction of educators in East Borneo Middle Schools?
2. Is there an influence between the cooperation of school principals on the job satisfaction of educators in Public Middle Schools in East Borneo?
3. Is there an influence of the principal's managerial competence and collaboration on the job satisfaction of educators in state junior high schools in East Borneo?

II. METHODS
The approach used in this study is a quantitative and descriptive approach that tries to prove the hypothesis by statistical analysis that is explained as is. In terms of this type of research is a type of correlational research that is research that seeks to connect two or more variables based on facts that have occurred through data collection, data processing, then analyzing and finally explaining according to facts.  The results of the study for each item based on sub-variables are as follows: 1. Conceptual Skill Principals who have good managerial skills one of the indicators is having concept skills. These concept skills include the skills to plan all school activities, diagnose school problems, solve problems, coordinate school activities, develop curriculum, develop staff to achieve school goals. Based on the results of the study, the perception of educators about the concept of leadership owned by the head, namely: Questionnaire on the cooperation of SMP schools in East Borneo totaling 38 statements that included indicators of openness in carrying out tasks, intimacy between individuals, respecting opinions and work of others and acceptance of joint decisions obtained a maximum score of 163 and a minimum of 116, with an average score 139.85 and standard deviation (s) 7.50. from the data range, then five criteria are established namely the cooperation of the principal is very good, good, quite good, not good and not good. From the respondents' answers in general the cooperation between the principals of SMPs in East Borneo was quite good. For more details can be seen in the following table: The condition of the principal's cooperation based on the existing sub-variables is as follows:

Openness in Performing Tasks
The results of the study carried out obtained the following results: From the questionnaire about the satisfaction of junior high school educators in East Borneo, 27 questions included indicators of recognition of teaching staff, conformity with duties, work itself, opportunities for promotion, decent salary, administration, pattern of relationships, working conditions and job security can be seen in the following table: As for their opinions on indicators of workforce satisfaction, labor is divided into two parts, namely:

Motivation Factors
Motivation Factor is the source of job satisfaction of educators that comes more from the teaching staff themselves, including recognition of the task, conformity to the task, the work itself, and promotion opportunities. The results of the study can be seen in the following table: As one of the prerequisites for the regression analysis, the distribution of power analyzed must be normal, so the data normality level is tested first using the "Kolmogrov-Smirnov Goodnessof Fill Test analysis assisted by the statistical data processing computer SPSS (Statistical Program For Social Science) Version 24.00. The summary of the analysis results is shown in the following shows the number 1,808 with a probability of 0.065, and the cooperation of the principal (X2) shows the number 1,769 with a probability of 0.074. The probability value indicates a number greater than the significance level α = 0.05 so that the data taken from each sample unit with homogeneous variations.
For the previous linear regression analysis, it is necessary to test the linearity of the relationship between the independent and dependent variables, namely X1-Y and X2-Y, namely the relationship between the principal's managerial skills variable (X1) and the satisfaction of educators (Y) the cooperation of the principal (X2) and teacher satisfaction (Y) as well as the principal's managerial skills variable (X1) and school principal collaboration (X2) with teacher satisfaction (Y). Linearity testing using the help of computer software SPSS statistical data processing software obtained the following results: 1) The relationship between the managerial skill of the principal (X1) and the satisfaction of the teaching staff (Y) The results of simple regression analysis calculations and linearity tests obtained an F value of 0.201 with a probability value of 0.656. Because the P value is greater than the 0.05 significance level, it can be stated that the relationship between managerial skills (X1) and teacher satisfaction (Y) does not deviate from the linear line equation.
2) Variable relationship between school principal (X2) and teacher satisfaction (Y) The results of calculation of simple regression analysis and linearity test obtained an F value of 2.691 with a probability of 0.108. because the P value is greater than the significance level of 0.05, it can be stated that the relationship X2 to Y does not deviate from the linear line equation.
3) The relationship between the principal's managerial skills variable (X1), and the cooperation of the principal (X2) with the satisfaction of educators (Y) The results of simple regression analysis calculations and linearity tests obtained an F value of 0.023 with a probability of 0.108. because the P value is greater than the significance level of 0.05, it can be stated that the relationship X1, X2 with Y does not deviate from the linear line equation.
The managerial skills of the school principal and the cooperation of the school principal are 1,083 below the number 10 so that multicollinearity is not expected. The influence of the principal's managerial skills (X1) on teacher satisfaction (Y) The results of hypothesis testing using partial test with the help of SPSS program version 24.00 obtained a constant t value of 11.599 and t count of 0.364 with a probability (sig) of 0.000 probability value <level of significate (0.05), it can be concluded that the effect of X1 on Y is accepted. This shows that partially Ha which reads that there is an influence of the principal's managerial skills on teacher satisfaction is accepted with the regression equation Y ̂ = 121.665 + 0.031 X1.
Its shows an R Square value of 0.482 which means that the effective contribution of the managerial leadership variable (X1) to teacher From these results the test for each sub variable found that conceptual ability is included in the quite good category with a percentage of 33.80%. Human relations skills as much as 35.21% say good. A quite large number is also an opinion which states that human relations skills are in the good enough and not good category by 25.53% approaching the percentage of good answers. The perception of educators as much as 54.92% said it was good enough for the technical abilities of the principal so that it needed to be improved.
From the results of the study it can be seen that the data about principals who have managerial skills of principals are included in both categories with a percentage of 29.75%. the main drawbacks are the lack of conceptual skills possessed by the principal, where the conceptual skills of 33.80% in the category are quite good. Some things that can be used as an excuse so that the principal is not good enough to have conceptual skills is the weakness of the principal in planning all school activities. Most of the principals in SMPs in East Borneo make plans for their school activities but only a few are able to carry out the program activities properly. This is due to the conceptual ability to plan school activities is still weak. Many school activity plans are arranged not based on real needs in the field but based on habits that have been in force every year for quite a long time. With the development of school-based management, the current management can provide greater autonomy (authority and responsibility) to schools, provide flexibility / flexibility to schools, and encourage direct participation of school members (educators, students, principals, employees) and community (students' parents, community leaders, scientists, business people, etc.) to be able to improve the quality of schools based on national education policies and applicable laws and regulations. With this autonomy, schools can be given the authority and responsibility to make decisions in accordance with the needs, abilities and demands of the school. Principals should be able to more creatively plan school activities by adopting the vision, mission, and goals of the school to be lowered into the program. school activities, so that school programs are truly rational in accordance with the goals to be achieved by the school. With greater autonomy, schools have greater authority and responsibility in managing their schools, so schools are more independent. With its independence, schools are more empowered in developing programs which of course are in accordance with their needs and abilities / potential. Another conceptual weakness that causes principals' managerial skills have not increased is weakness in coordinating school activities. Currently there are a lot of activities at school that are related to activities that are not directly related to the learning process activities. Examples of such activities include the activities of teaching staff organizations, activities of commemorating national education days, sports day activities, religious holidays activities, other national holidays activities, competition activities both educators, principals, and students where these activities are usually go hand in hand. Principal skills are needed in coordinating these activities. School principals must be brave to take firm steps not to participate in these activities if the benefits obtained are not comparable with the teaching time sacrificed by educators for these activities. Some school principals are weak in coordinating these activities so that many educators are burdened by two jobs at once namely teaching work and participating in activities outside of teaching activities. Weak coordination causes many to be sacrificed. Educators can not teach well which results in the low quality of student learning which will ultimately become a burden for the teaching staff itself. The weakness of the next concept is the weakness of the principal in developing the curriculum. Some of the principals that exist today are senior school principals who are nearing retirement. The headmaster is still very attached to the paternalistic tradition to obey the implementation instructions and technical instructions. Until 2004 schools had not been given the opportunity by the government to develop their own curriculum, only in 2006 the school could develop their own curriculum, the principal as the head of the school should respond well to the development of this curriculum, but because the concept skills to develop the curriculum were still weak many of them responded to the development of this curriculum with apathy. This causes educators who want to develop and innovate to feel limited. Some educators even have the skills to develop a better curriculum than the principal. The principal should be cooperative in developing the curriculum. Although the principal's understanding of curriculum development is still weak but with harmonious collaboration the mastery of the concept of curriculum development can be achieved.
Principal's managerial skills that also have a pretty good number, namely human relations skills as much as 25.53%. the weak human relations skills of the principal are mainly due to the lack of communication between the principal and educators. Many educators do not understand the main tasks and functions of the principal so that if the principal does not often communicate with educators there will be a misunderstanding between them. Many educators feel that they are often left out for service by the school principal so that their functions as supervisors and counselors are not optimal, whereas on the other hand the teaching staff really need guidance from the school principal in carrying out his daily tasks. Harmonious communication between the two is absolutely necessary to suppress the misunderstanding. In the end, it is hoped that there will be mutual understanding in carrying out their respective duties. The concern of the principal can be done by giving awards to outstanding teaching staff. Not many school principals like to give awards to educators. Appreciation is not always valued in quantity, giving praise, shoulders, and giving confidence to carry out certain tasks that indirectly help educators to improve their career paths to be done to improve good relations.

School Principal Cooperation
The results showed that the cooperation of Middle School principals in East Borneo, which included openness in carrying out tasks, familiarity between individuals, respecting the opinions and work of others and acceptance of joint decisions, was generally as good. Schools that have a very good collaboration between principals are 12.67%, those who think are good are 50.70%, those who think are good enough are 30.98%, those who think are not good as much as 4.22% and those who think are not good as many as 1.40% The magnitude of the number of schools with the cooperation of principals is quite good at 30.98% needs to get attention so that it can be improved towards a better. Some of the rights that cause the lack of good cooperation between school principals include the lack of openness in carrying out their duties. The role of the principal in maintaining openness in carrying out tasks is very large. At present many problems that arise in schools are more resolved interpersonal, and do not involve all members to participate in carrying out tasks. This will cause the role of organizational members to weaken. For certain problems that cannot be solved through mutual consultation and resolved between individuals and should be given the opportunity to argue in accordance with their respective opinions as members of the organization in solving problems.

Job Satisfaction of Educators
Components of teacher satisfaction according to Herzbergh (1969) said there are several factors that affect job satisfaction and job satisfaction. By Herzbergh these factors are divided into two groups so that this theory is called the two factor theory. The first factor is called motivational factors and the second is called hygiene factors. Motivational factors are factors or situations that are proven as a source of job satisfaction which consists of five parts, namely: (1) achievement, (2) recognition, (3) work itself, (4) responsibility, and ( 5) promotion. While hygiene factors are important factors for motivation in school, these factors do not lead to positive satisfaction in the long run, but if these factors are absent, dissatisfaction arises, which consists of eleven parts namely: (1) salary, (2) possibilities for growth, (3) relationships with subordinates, (4) relationships with colleagues, (5) relationships with superiors, (6) supervision, (7) policy and administration, (8) ) well-known supervision, (9) working conditions, (10) personal life, and (11) job security. Educators who have job satisfaction educators who think that they are very satisfied with their work as much as 5.63%, those who are satisfied as much as 14.08%, those who are quite satisfied as many as 21.12%, those who are less satisfied as many as 33.80% and those who are dissatisfied as much as 25.35% .
From the results of a descriptive study of educators who chose that they already have Motivation Factors in job satisfaction of educators as much as 54.92%, this proves that motivational factors (motivation factors) can encourage enthusiasm to achieve higher performance and more enable an educator to high-performance rather than satisfying the needs of hygiene factors. Meanwhile, Hygiene Factors in the job satisfaction of educators amounted to 47.88%, this proves that some educators will not encourage the interest of educators to perform well, but if these factors are considered unsatisfactory in various ways such as inadequate salary, unpleasant working conditions, then these factors can be a potential source of dissatisfaction. Although the results are descriptive in this way, the number of educators who are not satisfied with their work in junior high schools in East Borneo is increasing from year to year.
This research on the influence of principals' managerial skills and cooperation of Middle School principals in East Borneo provides evidence that Motivation Factors and Hygiene Factors are not the only factors that lead to job satisfaction of educators, especially East Borneo junior high school educators. Proven managerial managerial skills have an influence of 48.2%, on the satisfaction of educators, while the cooperation of principals has an effect of 42.0%. even jointly the principal's managerial skills and the cooperation of the principals had an effect of 44.0% on teacher satisfaction.
Robert Kreither said that managers can encourage members of the organization to feel more satisfied with their work. The study measures management in general while this study specifically examines the influence of school managerial skills that have proven to be very effective in influencing the satisfaction of educators.
Based on descriptive analysis, it is seen that 33.80% of Middle East Middle Eastern teaching staff are not satisfied with having a satisfactory teaching staff satisfaction. To increase the satisfaction of the teaching staff, the principal's managerial skills must be taken seriously as well as the collaboration of the principal. Efforts that can help educators increase the satisfaction of educators are that the principal must set a good example for all educators. Some educators feel there is a conceptual headmaster who is conceptually capable but does not implement the concept properly so that the teaching staff feels they are always required to work optimally as the implementation of the concepts given by the school principal. This situation causes educators to feel burdened and bored with their routine activities.
Another effort that can be done to increase the work satisfaction of educators is to maintain a sense of togetherness among school organizations that is manifested by the existence of values and norms agreed upon by members of the organization and efforts to maintain mutual commitment will foster a sense of satisfaction in the teaching staff themselves. Enforcement of rules by giving rewards to educators who excel and punishes those who violate will be recognized as good coaching and will foster the love of educators for work and school organizations.

IV. CONCLUSION/RECOMENDATION
Based on the results of research and discussion the following conclusions can be concluded: 1. There is a positive and significant correlation between the principal's managerial skills (X1) and the satisfaction of the teaching staff (Y) of SMPs in East Borneo with a partial correlation coefficient of 0.450. contribution of principals' managerial skills (X1) to teacher satisfaction (Y) = (0.450) 2 X 100% = 20.25%. 2. There is a significant correlation between the cooperation of principals (X2) on the satisfaction of teaching staff (Y) SMP in East Borneo with a partial correlation coefficient of 0.209. 2 X 100% = 4.36% 3. There is a significant influence of principals' managerial skills (X1) and cooperation of principals (X2) on the satisfaction of educators (Y) SMP in East Borneo with multiple correlation coefficients (Multiple R) of 0.440, which means that the principal's managerial skills ( X1) and the cooperation of school principals (X2) towards the satisfaction of educators (Y) is 44.0% so that the high and low level of managerial skills in school principals, and the cooperation of school