Does School Climate Matter for Job Satisfaction? The Mediating Role of Teachers’ Self-Efficacy and Work Engagement

Muhd. Odha  Meditamar

doi:10.23887/jp2.v7i3.81079

Authors

Muhd. Odha Meditamar Institut Agama Islam Negeri Kerinci, Sungai Penuh, Indonesia

DOI:

https://doi.org/10.23887/jp2.v7i3.81079

Keywords:

Job Satisfaction, School Climate, Teachers’ Self-Efficacy, Work Engagement

Abstract

Teacher job satisfaction is crucial in supporting the achievement of individual and organizational performance in education. However, in the context of education in Indonesia, there is a lack of research specifically exploring how school climate affects teacher job satisfaction, particularly considering the role of self-efficacy and work engagement as mediating variables. This study aims to analyze the mediating role of self-efficacy and work engagement in the relationship between school climate and teacher job satisfaction. The study uses a cross-sectional survey design involving 208 senior high school teachers (44.13% male, 59.13% female; average age = 37.96, SD = 8.34). Data were collected using the Minnesota Satisfaction Questionnaire (MSQ), School Climate Survey, Teachers’ Self-Efficacy Scale, and Utrecht Work Engagement Shortened Version (UWES-9). Data analysis was conducted using Structural Equation Modelling - Partial Least Squares (SEM-PLS) to test the hypotheses. The results indicate that school climate significantly influences teacher job satisfaction through the mediation of self-efficacy. Furthermore, work engagement also serves as a significant mediator in this relationship. These findings contribute to efforts to enhance teacher job satisfaction, showing that a positive school climate can foster improvements in self-efficacy and work engagement, which, in turn, enhances teacher job satisfaction. Therefore, it is essential to create a supportive school climate to improve teachers' overall well-being.

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