Modeling and Optimization of Service Investigation Services: Empirical Study Using Pop-Hrm Approach at Head of Private Smk School in Bogor District, Indonesia

The Head of School as head of the school is a contributing factor to success in efforts to strengthen governance, accountability, and public image. This success is not independent of competence and ability in tasks, roles, and functions. Providing primary service to all school citizens, optimizing the empowerment and development of the school citizen, focusing on performance and growth, and impacting school progress and society, this leadership is called serving leadership. Based on preliminary research, it is known that the head of a private SMK school in the Bogor district has not optimally demonstrated serving leadership. This research aims to produce ways and strategies for strengthening leadership serves by analyzing the influence of positive and dominant influence variables on serving leadership. The research uses the POP-HRM approach (Modeling and Management Resource Enhancement Optimization) with SITOREM analysis to produce optimal solutions from existing solutions. Implications of the research are, that if serving leadership wants to be empowered then it requires the development of adversity intelligence, proactive personality, teamwork, and increased commitment to the organization, as well as work motivation.


Introduction
National development through the field of education is aimed at enlightening the life of the nation and developing Indonesian humanity as a whole.Government efforts to advance education in Indonesia continue to be carried out continuously.One of them is to reform the basic duties of the head of the school as a leader in the school.The head of the school is a strategic key to achieving educational goals effectively and efficiently because the quality of the school depends on the head, how the head performs his duties, and functions as a leader.The Regulations of the Minister of Education and Culture (Permendikbud) No. 6 of 2018 affirm that teachers appointed as heads of schools are no longer an additional duty but a basic duty to lead and manage each level of education.
Educational leadership is the ability and process of influencing, guiding, coordinating, and mobilizing others related to the development of education science and the implementation of educational services, so that the activities carried out can be more efficient and effective in achieving the goals of education.The head of the school who serves is the head of the school who helps his citizens in their efforts to advance the school.Serving leadership is the style of management in terms of leading and serving being in harmony, and existing in interaction with the environment.
The concept of serving leadership is providing primary service to the entire school citizen, optimizing the empowerment and development of school citizens, with the essence of the head of school serving others.In other words, the teacher who is appointed as head of the school is not just a leader who has mastered managerial sciences, entrepreneurship, and supervision, but a head of school who has mastered management sciences and entrepreneurial and supervisory and who is ready to serve teachers, educators, students, parents, the community and the entire stakeholder related to education.
Serving leadership developed in the school will produce the head of the school who has the following skills: 1) technical skills are skills in monitoring and evaluating the learning process, as well as the progress of learning processes, 2) human skills are the skills in building cooperation with the entire school citizen so that a harmonious atmosphere between the school citizens and the community is created, 3) conceptual skills are the skill in solving various issues that arise in school with wisdom and wisdom.(Permendiknas Number 13 / 2007).
Based on data and facts obtained through a preliminary survey conducted on December 16-21, 2022, using a questionnaire that the leadership serves in 30 Private SMKs in Bogor District, in conditions of great need to be strengthened.The initial survey was a statement -a statement to 30 school leaders as respondents.The results showed that 47% of school leaders had not shown humility, 41% had not shown compassion, 48% had never shown accountability, 47% hadn't shown courage, 50% had not demonstrated integrity, and 58% had yet to show, listening behavior.The results of the above survey show that leadership in the service of the head of school still needs to be reinforced, and considering that the leadership serving the head is an important element related to the achievement of educational goals, this leadership is interesting to study.

International Journal of Business and Social Science Research
Vol: 4, Issue: 9 September/2023 DOI: http://dx.doi.org/10.47742/ijbssr.v4n9p2https://ijbssrnet.com/index.php/ijbssrThis research aims to produce ways and strategies for strengthening leadership serves by analyzing the influence of positive and dominant influence variables on serving leadership.Based on the results of qualitative research the variables are adversity intelligence, proactive personality, commitment to the Organization, teamwork, and motivation to work.Furthermore, the methods and strategies for improving leadership in the services found are recommended to the relevant parties, namely the Head of the Education Service, the Educational Organizing Institution, the School Supervisor, the Head of School, and Private SMK Teachers in Bogor District.This research focuses on ways and strategies to strengthen the leadership of the services which are important elements related to the achievement of educational goals.

Literature Review
Serving Leadership (Y) Dierendonck, ( 2011), explains that serving leadership is a leadership behavior that prioritizes service, that is, service arising from one's desire to do service to others, aimed at allowing the individual served to grow, be healthy, be autonomous, and have a serving soul.Leadership indicators serve as follows: 1) empowering and developing, 2) humanizing, 3) authenticity, 4) developing interpersonal acceptance, 5) providing direction, and (6) stewardship.
Parris, D.I. and Peachey, J.W. ( 2013), servant leadership is putting the leaders above the personal interests of the leaders.As far as leadership indicators serve are as follows: 1) listening, 2) empathy, 3) healing, 4) awareness, 5) persuasion, 6) conceptualization, 7) foresight, 8) stewardship 9) commitment to the growth of people, and 10) building community.Stone, A.G. et al. (2004), defines serving leadership as a leader who serves and meets the needs of others optimally by developing an individual attitude around him in the hope of having a similar attitude to serve well.As far as serving leadership indicators are concerned are as follows: 1) vision, 2) honesty, 3) integrity, 4) trust, 5) service, and 6).Spears Style, l.c.(2010), serving leadership is a leader who prioritizes service, starting with the natural feeling of someone who wants to serve and to precede service.moreover, consciously, this choice brings aspiration and impetus to leading others.leadership indicators serve as follows: 1) listening, 2) empathy, 3) healing, 4) awareness, 5) persuasion, 6) conceptualization, 7) perseverance, 8) openness, 9) commitment to growth, and 10) communitybuilding.Sendjaya, S. et al, (2008) define servant leadership as a leader who puts the needs, aspirations, and interests of others above themselves.A servant leader commits to serve others.As for the indicators of leadership, serving are as follows: 1) maintaining relationships, 2) responsible, 3) morality, 4) spirituality, and 5) describing influence.
From the various theories above it can be synthesized that serving leadership is a leadership behavior that begins with a feeling and commitment to do service consciously, to direct the individual, to prioritize the interests of others, to aspire, to be harmonious, and to be of good character to build common wellbeing and goodness.indicators of serving leadership are as follows: 1) humility, 2) compassion, 3) accountability, 4) courage, 5) integrity, and 6) listening.
Adversity Intelligence (X1) Shivaranjani (2014), explains that the adversity quotient is how well a person faces difficulties and his ability to cope with them.Indicators of adversity intelligence, namely: 1) control, 2) origin and ownership, 3) reach, and 4) endurance.Pangma, R. et al., (2009), the Adversity Quotient relates to how well individuals can solve and combat the problems they face.Adversity intelligence indicators are as follows: 1) identification of problems, and how to respond or not to them, 2) finding and developing ego identity or self-control in a problem situation, 3) adapting and adapting to the environment, 4) individual strength to face problems (physical and mental), and 5) adaptation to stress situations.Santos, M.C.J. ( 2012), describes the adversity quotient as the ability to withstand difficulties.adversity intelligence indicators are as follows: 1) control, 2) origin and ownership, 3) reach, and 4) endurance.wijaya (2007) argues that adversity intelligence is the degree of perseverance of an individual in dealing with all the challenges faced in his life.Adversity intelligence indicators are as follows: 1) Control, 2) Origin, 3) Ownership, 4) Reach, and 5) Endurance.
From the various theories above it can be synthesized that adversity intelligence is a characteristic of an individual who has a response to various difficulties and obstacles in carrying out tasks.indicators of adversity intelligence are as follows: 1) control attitude, 2) origin, 3) ownership, 4) reach, and 5) resistance to difficulties.
Proactive Personality (X2) Schermerhorn, J.R. Jr., et al., (2007), explain that proactive personality is a disposition that identifies whether an individual acts or does not influence their environment.Indicators of proactive personality are as follows: 1) identifying opportunities and pursuing them, 2) showing initiative, 3) taking action, and 4) persisting until meaningful change occurs.
Covey, S.R. ( 2004), being proactive means having initiative, being responsible, making choices based on principles and values, using the four unique human gifts (self-awareness, conscience, imagination, and free will), creating change, and driving creativity.Indicators of proactive personality are as follows: 1) being initiative, 2) being responsible, 3) making choices based on principles and values, 4) using four unique human gifts: self-awareness, conscience, imagination, and free will, 5) creating change, and 6) boosting creativity.
DuBrin, A.J. ( 2014), explained that a proactive personality refers to someone who has a relatively stable tendency to make environmental changes.Proactive personality indicators are as follows: 1) a desire for control, 2) taking charge at work, 3) above-average cognitive skills, 4) high self-efficiency, 5) setting challenging goals, 6) opportunity seeking and breaking things that merit breaking, 7) independent judgment combined with a willingness to speak out, 8) being an early riser, and 9) assessing the probable success of proactive behavior.
From the various theories above it can be synthesized that proactive personality is a characteristic of an individual who tends to take action to influence the environment.Proactive personality indicators are as follows: 1) identification of opportunities and follow-up, 2) initiative, 3) action, and 4) work hard until change occurs.
Teamwork (X3) Robbins, S.P. and Judge, T.A., ( 2013), explain that Teamwork is a group whose members produce greater group performance than the aggregate of individual performance.Teamwork indicators are as follows: 1) performance is collective, 2) group members are synergistic, 3) priority is given to communities (not individuals), and 4) members complement each other's skills and skills.
Gibson, J.L, et al. ( 2012), Teamwork is a group of individuals whose behavior and performance interact between one member and the other.Indicators of teamwork are as follows: 1) members have common goals, 2) strong interpersonal relationships among members, 3) the group fosters cohesion, and 4) the members complement each other.
Kreitner, R. and Kinicki, A. ( 2010), describe teamwork as a group of individuals who feel satisfied working in a group and each is willing to contribute to the group.factors affecting group collaboration: 1) clearly defined group objectives, 2) active participation of members, 3) informal relationships between members, 4) joint decision-making (consensus), 5) open interpersonal communication, 6) clear group norms, and 6) complementary abilities.
Tenner, A.R., and DeToro, I.J., ( 2002), described teamwork as a group of people working together to a common goal, and that goal would be more easily achieved by teamwork than by doing it alone.Teamwork indicators are as follows: 1) evaluation and recognition, 2) social relations, 3) organizational support, 4) job characteristics, and 5) leadership.
From the various theories above it can be synthesized that teamwork is a group of individuals who work together by influencing each other and contributing effectively and responsibly in carrying out tasks to common goals.Teamwork indicators are as follows: 1) cooperation, 2) trust, 3) cohesiveness, 4) responsibilities, and 5) communication.
Organizational Commitment (X4) Mitchell, T.R. and Larson, J.R. ( 2005), explain that the commitment of an organization is the attitude of a person to continue to play a role in the organization.Indicators of work commitment are as follows: 1) loyalty, 2) self-identification with the organization, and 3) acceptance of the goals of the organization.
Hellriegel, D and Slochun, J.W. Jr. ( 2011).An organization's commitment is the extent to which a person's involvement in the organization and its strength of identification with the organization.Indicators of commitment to work are as follows: 1) have confidence in the goals and values of the organization, thus creating an emotional connection between the member of the organization and its organization; and 2) willingness and willingness to devote his energy and mind to the interests of the organization, because he needs it and will pursue his career development, in a strong relationship with the organization, so that the member strives to be part of it and has no intention of leaving it.Ivancevich, J. et al (2008), Organizational commitment can be understood as the sense of identification, involvement, and loyalty expressed by employees to the organization.Indicators of commitment to the organization are as follows: 1) effective occupational commitment, 2) continuity commitment, and 3) normative commitment.
Luthan, F. ( 2006), describes organizational commitment as an attitude that reflects employee loyalty to the organization and a sustainable process in which employees express their concern for the organization and success and sustainable progress.indicators of work commitment are as follows: 1) affective commitment, 2) continuous commitment, and 3) normative commitment.
From the various theories above it can be synthesized that organizational commitment is a strong desire that exists in one person to his organization in the form of loyalty by playing an active role to the goals of the organization as well asining his integrity in the organization.Indicators of commitment to the Organization are as follows: 1) sense of ownership, 2) loyalty to the job, 3) unity within the organization and achieving the organization's goals 4) desired service 5) feedback obtained from the organization 6) suitability of capabilities, 7) increased income and satisfaction of needs.
Work Motivation (X5) George, J.M. and Jones, R., (2012), Explain that work motivation is a psychological force that determines the direction of one's behavior in an organization, one's level of effort, and one's level of endurance.Work motivation elements: 1) direction of behavior, 2) level of effort, and 3) level of persistence.Schermerhorn, J.R. ( 2013), motivation describes the inner strength of an individual that takes into account the level, direction, and endurance of the effort done at work.Simply put, highly motivated people work hard at work while unmotivated people don't.One of the most important managerial responsibilities is to create conditions where others are consistently inspired to work hard.Work motivation indicators are as follows: 1) achievement, 2) recognition 3) work itself 4) responsibility, 5) advancement 6) growth, 7) working conditions, 8) interpersonal relationships, 9) organizational policy and administration, and 10) compensation.
Greenberg, J. and Baron, R.A. ( 2008), define motivation as a process that drives, directs, and nurtures human behavior towards achieving a goal.Motivation will generate an incentive, an inner urge to do something as much as possible and direct it as it should in the achievement of a goal.Motivation factors are 1) Stimulation, which is something that can influence a person to perform an activity, 2) Maintenance, which is the activity of keeping and caring for something well, 3) the stimulating element, which is reviving something inside in doing an
Wexley, K.N. and Yukl, G.A. ( 2005), describe work motivation as something that gives rise to work drive.Motivation is a form of a person's desire to do something, the motivation comes from within, as well as from outside.The motivation factors include: 1) motivation of work depends on the factor of the job itself, 2) achievements achieved, 3) opportunities for progress, and 4) recognition of others.
From the various theories above it can be synthesized that work motivation is the urge, desire, and movement that grows within a person, both coming from within and outside him to do a job with a high spirit using all the abilities and skills he possesses aimed at maximum achievement.The indicators are: 1) achievement, 2) confession, 3) responsibility, 4) progress, 5) working conditions, and 6) organizational procedures.

Research Methods
This research uses the POP-HRM (Modeling and Management Resource Enhancement Optimization) approach developed by Setyaningsih, S. and Hardhienata (2019).In this method, research begins with conducting qualitative research to dig into factors that are supposed to have a positive and dominant influence on the resources to be strengthened.
Based on the factor or variable found, a constellation of the influence of the variable on the resources to be reinforced, resulting in the research hypothesis.Qualitative research is carried out at 16 (Sixteen) private SMKs in the Bogor district.Qualitational research will be conducted for 3 (three) months, from August 14 to October 28, 2022, gradually from the preparation of research proposals to the establishment of the findings of research hypotheses.

Modeling Theory and Optimization Operations Research
Optimization Operations Research is a common method used in the study and optimization of systems through system modeling.Hardhienata, S. (2017), defines operational research as the application of scientific methods to find optimal solutions and decision-making of a problem taking into account existing resources and limitations.The analysis and solution of the problems mentioned above are usually done using modeling and optimization.
A statistical mathematical model is an equation formed from a framework of thought to describe the relationship or influence of a dependent variable with an independent variable.In most research that uses statistical models in the field of management, especially in the area of education management, the discussion is stopped on the finding that there is a relationship or positive influence between the variables studied.This results in research conclusions that are merely statistical conclusions and result in only normative recommendations.

SITOREM Analysis
SITOREM is an acronym for "Scientific Identification Theory to Conduct Operation Research in Education Management", which can generally be understood as a scientific method used to identify variables to carry out "Operation Research" in the field of Education Management (Hardhienata, 2017).In the context of research -correlational research and path analysis, SITOREM is used as a method to perform:

International Journal of Business and Social Science Research
Vol: 4, Issue: 9 September/2023 DOI: http://dx.doi.org/10.47742/ijbssr.v4n9p2https://ijbssrnet.com/index.php/ijbssrDetails of the research instrument are derived from the research indicators that will dig into his condition.Before being distributed to respondents, the research instruments were tested first to determine their validity and feasibility.The validity test is performed using the Pearson Product Moment technique, while the reliability test uses calculations using the Alpha-Cronbach formula.

Figure 2. Framework of Thought/Constellation of Variable Research
A framework of thought can be understood as a representation of the researchers' thinking that explains the object (variable/focus) of the problem, and why researchers have the assumption as stated in the research hypothesis.Based on the constellation research confirmed by the Expert then can be arranged, the framework of thought constellations.
After the data is collected, the homogeneity test, the normality test, the linearity test of the regression model, correlation analysis, analysis of direct and indirect influences, as well as the statistical hypothesis test is then carried out analysis SITOREM.Based on the thinking framework/constellation of the variable research above, the mathematical model of statistics can be compiled as follows:

Classical Assumption Test a. Validity & Reliability Test
As for the validity and reliability test results of the research instruments, the following tables are presented: Y  X1  X4 0,000 0,005 0,001 Linear 12.

Direct influence between the Proactive Personality Variable (X2) on the Organizational Commitment Variable (X4)
From the calculation results, the path coefficient value (βy42) = 0.584, with t-count= 6.869, while t-table at the real level α = 0.05, t-table =1.972, then t-count > t-table means that Ho is rejected and H1 is accepted.Thus, there is a direct positive influence of the Proactive Personality variable (X2) on commitment to the organization (X4), meaning that the stronger the Proactive Personality (X2) in the individual principal will increase the principal's organizational commitment (X4).

Direct influence between the Proactive Personality Variable (X2) on the Work Motivation Variable (X5)
From the calculation results, the path coefficient value (βy52) = 0.595, with t-count =9.133, while t-table at the real level α = 0.05, t-table =1.972, then t-count > t-table means that Ho is rejected and H1 is accepted.Thus, there is a direct positive influence of the Proactive Personality variable (X2) on Work Motivation (X5), meaning that the stronger the Proactive Personality (X2) in the individual principal will increase the principal's Work Motivation (X5).

Direct influence between Teamwork Variables (X3) on Work Motivation Variables (X5)
From the calculation results, the path coefficient value (βy53) = 0.317, with t-count =3.323, while t-table at the real level α = 0.05, t-table = 1.972, then t-count > t-table means that Ho is rejected and H1 is accepted.Thus, there is a direct positive influence of the Teamwork variable (X3) on Work Motivation (X5), meaning that stronger Teamwork (X3) in individual school principals will increase the principal's Work Motivation (X5).

Direct influence between Adversity Intelligence Variable (X1) on Proactive Personality Variable (X2)
From the calculation results, the path coefficient value (βy21) = 0.827, with t-count = 20.046,while t-table at the real level α = 0.05, t-table = 1.972, then t-count > t-table means that Ho is rejected and H1 is accepted.Thus, there is a direct positive influence of the Adversity Intelligence variable (X1) on the Proactive Personality (X2), meaning that the stronger the Adversity Intelligence (X1) in the individual principal will increase the principal's Proactive Personality (X2).

Indirect influence between the Adversity Intelligence Variable (X1) on the Service Leadership Variable (Y) through Organizational Commitment (X4)
From the results of calculating the indirect effect, the path coefficient value (βx14y) = 0.041, so Ho is rejected and H1 is accepted.Thus, there is an indirect positive influence between the Adversity Intelligence variable (X1) on Servant Leadership (Y) through organizational commitment (X4), meaning that the stronger the Adversity Intelligence (X1) in the individual principal will strengthen the principal's servant leadership (Y) through increasing organizational commitment (X4).

Indirect Influence between the Proactive Personality Variable (X1) on the Serving Leadership Variable (Y) through Organizational Commitment (X4)
From the results of calculating the indirect effect, the path coefficient value (βx24y) = 0.124, so Ho is rejected and H1 is accepted.Thus, there is an indirect positive influence of the proactive personality variable (X2) on servant leadership (Y) through organizational commitment (X4), meaning that the stronger the proactive personality (X2) in the individual principal will strengthen the principal's servant leadership (Y) through increased commitment.organization (X4).

Indirect influence between the Proactive Personality Variable (X2) on the Serving Leadership Variable (Y) through Work Motivation (X5)
From the results of calculating the indirect effect, the path coefficient value (βy25y) =0.126 is obtained, so Ho is rejected and H1 is accepted.Thus, there is an indirect positive influence between the variable proactive personality (X2) on servant leadership (Y) through work motivation (X5), meaning that the stronger the proactive personality (X2) in the individual principal will strengthen the principal's servant leadership (Y) through increased Work Motivation (X5).

Indirect influence between Teamwork Variables (X3) on Service Leadership Variables (Y) through Work Motivation (X5)
From the results of calculating the indirect effect, the path coefficient value (βy25y) = 0.032, so Ho is rejected and H1 is accepted.Thus, there is a positive indirect influence of the Teamwork variable (X3) on Servant Leadership (Y) through Work Motivation (X5), meaning that the stronger the Teamwork (X3) in the individual principal will strengthen the principal's servant leadership (Y) through increased Work Motivation.(X5).

Optimal Solution for Strengthening Servant Leadership
Based on the results of statistical hypothesis testing, determining indicator priorities, and calculating indicator values as described above, a recapitulation of research results can be made which is the optimal solution for strengthening the Serving Leadership of School Principals as follows: Figure 1.Stage of POP-HRM ApproachQuantitative research was carried out on the head of a private SMK school in the Bogor district with a head population of 352 people, with a sample of 188 heads of schools counted using the Cochran formula.The data collection in this study uses a research instrument in the form of a questionnaire that is distributed to the head of the school as the research respondent.
Figure 3. Variables obtained from qualitative research 1. Descriptive statistics Based on the results of the analysis statistical descriptions for research variables can be revealed about the symptoms of data centralization as listed in the following table:

Figure
Figure 5. Constellation of Research Variables and Indicators

Table 2 . Validity and Reliability Test Results of the Research Instruments
b. Normality TestBased on the overall calculation results of the error normality test in this study, it can be seen in the summary in the following table:

Table 3 . Estimated Standard Error Normality Test
Based on the overall calculation results of the error normality test in this study, it can be seen in the summary in the following table:

table International Journal of Business and Social Science Research Vol: 4, Issue: 9 September/2023
DOI: http://dx.doi.org/10.47742/ijbssr.v4n9p2https://ijbssrnet.com/index.php/ijbssrd.Regression Model TestThe overall calculation results of the regression model in this research can be seen in the summary in the following table:

Table 5 . Regression Model
The overall calculation results of the linearity test of the regression model in this study can be seen in the summary in the following table:

table f .
Linearity TestThe overall calculation results of the linearity test of the regression model in this study can be seen in the summary in the following table: