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This study investigates the influence of job satisfaction on teacher performance at Omba Tana Rara Public School, a rural educational institution located in a geographically remote area with distinct contextual challenges. Despite the crucial role of teachers in shaping educational outcomes, limited research has explored how job satisfaction contributes to teacher performance in such isolated settings. Employing a quantitative approach, the research surveyed 32 teachers using a validated Likert-scale questionnaire designed to measure key dimensions of job satisfaction, including recognition, professional development, remuneration, interpersonal relationships, and work environment. Data analysis was conducted using simple linear regression to determine the statistical relationship between job satisfaction and teacher performance. The results revealed that job satisfaction has a significant and positive impact on teacher performance (β = 0.67; p < 0.01), indicating that increases in satisfaction levels are associated with higher levels of effectiveness and engagement among teachers. Among the satisfaction factors examined, recognition from leadership, opportunities for professional growth, and supportive working conditions were identified as dominant contributors to improved performance. The findings of this study contribute to filling the research gap concerning human resource issues in remote schools and offer practical insights for stakeholders in education. In particular, the study emphasizes the importance of designing context-specific strategies that prioritize teacher welfare as a means of boosting instructional quality and learning outcomes. It recommends policy interventions focused on enhancing intrinsic and extrinsic satisfaction elements through improved school management practices. By highlighting the correlation between teacher satisfaction and performance, especially in rural and under-resourced areas, this research underscores the need for holistic human resource development in education. It advocates for a welfare-centered approach in managing and supporting teachers to ensure sustainable improvements in school effectiveness.

The implementation of office management systems in government agencies is one of the efforts to improve administrative efficiency. This study is motivated by the importance of the effectiveness of administrative work in the modern era, especially in the Office of the Ministry of Religious Affairs of East Kutai Regency. This study aims to determine how much influence the implementation of office management systems has on administrative efficiency. The method used is a quantitative approach with simple linear regression analysis. The population in this study was 40 respondents. The results showed that the office management system variable (X) had a positive effect on administrative efficiency (Y), with a correlation coefficient of 0.867 and a significant t-test value. The contribution of the office management system to administrative efficiency was 75.2%. Thus, the implementation of the office management system has a major impact on administrative efficiency, although there are other factors that also influence it. Therefore, improving the quality of office management, including document management, technology utilization, internal communication, and supervision, needs to be continuously developed to support optimal administrative services..

This research aims to analyze the level of student satisfaction with academic administration services at the Catholic Religious Education Study Program (PKK) STPKat Santo Fransiskus Assisi Semarang in the 2024/2025 Academic Year. Effective and efficient academic administration services are an important factor in supporting the smooth teaching and learning process and improving the overall quality of education. The research method used is descriptive quantitative with a survey approach. Data was collected through a questionnaire distributed to active students of the PKK Study Program. The variables studied include speed of service, accuracy, attitude of officers, ease of procedures, and supporting facilities. The research results show that in general students feel quite satisfied with the academic administration services provided. Aspects of officer attitude and correct information received the highest satisfaction scores, while aspects of ease of procedures and supporting facilities still require improvement. It is hoped that these findings can provide input for the management of the PKK Study Program to improve the quality of academic administration services, so as to create a more conducive academic environment and support student achievement.