The Effect of Technical Competence and Professional Development of School Administrative Staff on the Quality of Administrative Services through School Quality Culture: A Systematic Literature Review

Abstract

This study aims to analyze the influence of technical competence and professional development of administrative staff on the quality of administrative services, with school quality culture as a mediating variable. The study employs a Systematic Literature Review (SLR) approach by examining various relevant scientific articles from indexed national journals. Data were collected through literature searches in academic databases using keywords aligned with the research variables. Data analysis was conducted through stages of identification, selection, evaluation, and synthesis to identify patterns of relationships among variables. The results of the study indicate that the technical competence of administrative staff plays a significant role in improving the quality of administrative services, particularly in terms of speed, accuracy, and service efficiency. Professional development has been proven to contribute to enhancing technical competence, work motivation, and professionalism of administrative staff. In addition, school quality culture acts as a mediating variable that strengthens the relationship between technical competence and professional development on the quality of administrative services. A strong quality culture creates a conducive working environment, promotes service consistency, and enhances commitment to quality. Thus, the quality of school administrative services is the result of the interaction between technical competence, professional development, and school quality culture. These three factors need to be managed in an integrated manner to achieve optimal administrative services. This study is expected to serve as a reference for improving the quality of administrative services in the educational sector.