International Journal of Educational Policy Research and Review Vol.7 (3), pp. 80-90 May, 2020 Available online at https://www.journalissues.org/IJEPRR/ https://doi.org/10.15739/IJEPRR.20.010 Copyright © 2020 Author(s) retain the copyright of this article ISSN 2360-7076 Original Research Article Factors of effect on job expectation honorarium teachers and its impact Received 13 February, 2020 Revised 10 April, 2020 Accepted 18 April, 2020 Published 6 May, 2020 Iskandar Agung 1 , M Calvin Capnary 2 , Novrian Satria Perdana 3 , and Simon Silisabon 4 1,3,4 Center for Research Policy, MOEC Republic of Indonesia. 2 Vice President of Bahaso Company, Jakarta – Republic of Indonesia. *Corresponding Author Email: safrusal.1958@gmail.com This study aims to determine the factors that affect job satisfaction of non- permanent teachers (called: honorary teachers) and their impact on student performance, ongoing commitment, enthusiasm, and achievement. The study was conducted in 9 (nine) districts which were divided into two phases in 2017 (five districts) and 2018 (four districts). The research sample is honorary teachers who teach in junior and senior high schools with a total sample of 180 people. Data collection is done by distributing questionnaires, interviews, and focus group discussions (FGD). Data were analyzed using the Structural Equation Modeling (SEM) approach using the Lisrel 8.70 program. The study found job expectations and regular school operational assistance (specifically the allocation of funds used for honorarium teacher salaries) had a positive effect on job satisfaction of honorary teachers. Further job satisfaction has a significant impact on job performance, continuance commitment, work enthusiasm, and student achievement. The government is advised to select and recruit honorarium teachers to become non- ASN/Civil apparatus of State permanent teachers by relying on salary payments based on regional minimum wages and the right to take competency tests to get professional benefits, fulfillment of leave and other social security rights, and so on. But non-ASN permanent teachers do not get pension funds when they stop working later. Keywords: Satisfaction, performance, commitment, enthusiasm, learning INTRODUCTION For a long time the problem of teacher shortages was encountered in the administration of the education system in Indonesia, especially in state schools. Limited capacity of the state budget is the main cause, so the government cannot recruit to meet this shortfall. Until 2018 there were 2,114,765 teachers in public schools consisting of 1,378,940 government employees (called civilian state apparaturs or ASN) and 735,825 non-government teachers (non-ASN). Non-ASN teachers are recruited through honorariums payment often called honorarium teachers) which will certainly continue to increase each year, due to the large number of teachers entering retirement age, transfer, death, and so on. Specifically regarding the number of teachers entering retirement lately, caused by mass appointments in the past in line with the implementation of compulsory education (primary and secondary schools) accompanied by the construction of school buildings in all regions of Indonesia. Non ASN teachers earn relatively small incomes ranging from 300 thousand rupiah - 400 thousand rupiah ($ 1 usd = currently 14,000 rupiah) every month depending on the number of teaching hours. Local governments that have the authority in managing development in the field of education often do not allocate funds for the provision of honorary teachers. The procurement and payment of honorary teachers is handed over to schools originating from regular school operational assistance funds (regular BOS/ School Operational Assistance (Fund)) provided by