INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY ON JOB SATISFACTION: THE MEDIATING EFFECT OF SCHOOL CLIMATE IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOLS

Ahmad Ridwan; Robi Hendra; Francisco D.  Guillén-Gámez; Muhammad Fauzan; Turki Mesfer Alqhatani; Lalu Nurul Yaqin; Mohd Afifi Bahurudin  Setambah

doi:10.22437/jiituj.v8i2.37023

Authors

Ahmad Ridwan Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Robi Hendra Universitas Jambi
Francisco D. Guillén-Gámez Universidad de Malaga
Muhammad Fauzan Universitas Jambi
Turki Mesfer Alqhatani Jazan University
Lalu Nurul Yaqin Universiti Brunei Darussalam
Mohd Afifi Bahurudin Setambah Sultan Idris Education University

DOI:

https://doi.org/10.22437/jiituj.v8i2.37023

Keywords:

Instructional leadership, Job satisfaction, PLS-SEM, School climate, Teacher self-efficacy

Abstract

This study explores the impact of instructional leadership and teacher self-efficacy on job satisfaction among teachers in Indonesian Islamic Senior High Schools (Madrasah Aliyah), focusing on the mediating role of school climate. Instructional leadership plays a crucial role in shaping a positive school environment, which can enhance teacher job satisfaction by providing necessary guidance, resources, and support. A mixed-method approach was employed, with data collected from 219 teachers using validated survey instruments. The Content Validity Index (CVI) was used to ensure instrument reliability. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess relationships between variables and the mediating effect of school climate. The results show that instructional leadership significantly impacts both school climate and teacher job satisfaction, with path coefficient values of .463 and .818, respectively. However, school climate did not significantly mediate the relationship between instructional leadership and job satisfaction. Teacher self-efficacy, while positively influencing school climate (p < .05), did not have a substantial direct effect on job satisfaction (ß = -0.058). This research provides fresh insights into the nuanced interplay between leadership, teacher self-efficacy, and job satisfaction in the context of Islamic schools. The findings highlight school climate's indirect yet pivotal role in educational leadership dynamics. By integrating these variables, the study offers practical recommendations for improving leadership strategies and enhancing teacher well-being in faith-based educational settings.

Downloads

Download data is not yet available.

Author Biographies

Ahmad Ridwan, Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi

Departement of Educational Management, Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, Indonesia

Robi Hendra, Universitas Jambi

Faculty of Teaching Training and Education, Universitas Jambi, Jambi, Indonesia

Francisco D. Guillén-Gámez, Universidad de Malaga

Department of Didactics and School Organization, Faculty of Education Sciences, Universidad de Malaga, Malaga, Spain

Turki Mesfer Alqhatani, Jazan University

eLearning Center, Faculty of Education, Jazan University, Saudi Arabia.

Lalu Nurul Yaqin, Universiti Brunei Darussalam

Faculty of Art and Social Sciences of Universiti Brunei Darussalam, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam

Mohd Afifi Bahurudin Setambah, Sultan Idris Education University

Faculty of Human Development, Sultan Idris Education University, Malaysia

References

Afthanorhan, A., Awang, Z., & Aimran, N. (2020). An extensive comparison of cb-sem and pls-sem for reliability and validity. International Journal of Data and Network Science, 4, 357–364. https://doi.org/10.5267/j.ijdns.2020.9.003.

Aldridge, J. M., & Fraser, B. J. (2016). Teachers' views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2). https://doi.org/10.1007/s10984-015-9198-x.

Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of teachers' commitment to the relationship between transformational leadership and sustainable teaching performance. Sustainability, 15(5). https://doi.org/10.3390/su15054620.

Apeadido, S., Opoku-Mensah, D., & Mensah, G. O. (2024). Enhancing science process skills and academic performance in biology: The impact of practical work. Integrated Science Education Journal, 5(1), 34-41. https://doi.org/10.37251/isej.v5i1.854.

Asamoah, Y. D., Appiah-Twumasi, E., Fiave, J. B. K., & Mamudu, D. (2024). Comparative effects of generative learning strategies and 5E strategies on pre-service teachers’ achievement of integrated science concepts. Integrated Science Education Journal, 5(3), 125-133. https://doi.org/10.37251/isej.v5i3.1002

Asrial, A., Syahrial, S., Kurniawan, D. A., Aldila, F. T., & Iqbal, M. (2023). Implementation of web-based character assessment on students' character outcomes: A review on perception and gender. JOTSE: Journal of Technology and Science Education, 13(1), 301-328. https://doi.org/10.3926/jotse.1564.

Asrial, A., Syahrial, S., Kurniawan, D. A., Putri, F. I., Perdana, R., Rahmi, R., Susbiyanto, S., & Aldila, F. T. (2024). E-Assessment for character evaluation in elementary schools. Qubahan Academic Journal, 4(3), 806-822. https://doi.org/10.48161/qaj.v4n3a595.

Baah, R., Konovalov, O., & Tenzin, S. (2024). Effectiveness of e-assessment in science learning: Improving the quality and efficiency of assessment in the digital era. Integrated Science Education Journal, 5(2), 74-81. https://doi.org/10.37251/isej.v5i2.960.

Bektiarso, S. (2022). The role of organizational commitment in mediating the relationship between competence and organizational culture with teacher performance. Quality - Access to Success, 23(191), 164–175. https://doi.org/10.47750/QAS/23.191.19.

Bellibas, M. S., Gumus, S., & Liu, Y. (2021). Does school leadership matter for teachers' classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412. https://doi.org/10.1080/09243453.2020.1858119.

Citrawan, I. W., Widana, I. W., Sumandya., I. W., Widana, I. N. S., Mukminin, A., Arief, H., Razak, R. A., Hadiana, D., & Meter, W. (2024). Special education teachers’ ability in literacy and numeracy assessments based on local wisdom. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 145-157. https://doi.org/10.22437/jiituj.v8i1.32608.

Dagli, E., & Kalkan, F. (2021). The relationship between empowering leadership behaviors of school principals and teachers' self-efficacy perceptions and job satisfaction levels. Egitim ve Bilim, 46(208), 105-123. https://doi.org/10.15390/EB.2021.10083.

Darmatiara, D., Pratama, W. A., Susbiyanto, S., & Chaw-Yangon, E. P. C.-Y. (2024). Identification of students’ responses towards stem-based physics learning videos on momentum and impulse materials. EduFisika: Jurnal Pendidikan Fisika, 9(2), 173-181. https://doi.org/10.59052/edufisika.v9i2.24927.

Dash, G., & Paul, J. (2021). CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting. Technological Forecasting and Social Change, 173, 1-11. https://doi.org/10.1016/j.techfore.2021.121092.

Drumm, S., Bradley, C., & Moriarty, F. (2022). 'More of an art than a science'? The development, design and mechanics of the Delphi Technique. Research in Social and Administrative Pharmacy, 18(1), 2230-2236. https://doi.org/10.1016/j.sapharm.2021.06.027.

Dutta, V., & Sahney, S. (2016). School leadership and its impact on student achievement: The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management, 30(6), 941-958. https://doi.org/10.1108/IJEM-12-2014-0170.

Dutta, V., & Sahney, S. (2022). Relation of principal instructional leadership, school climate, teacher job performance and student achievement. Journal of Educational Administration, 60(2), 148-166. https://doi.org/10.1108/JEA-01-2021-0010.

Else-Quest, N. M., & Hyde, J. S. (2016). Special section: intersectionality research and feminist psychology intersectionality in quantitative psychological research: ii. methods and techniques. Psychology of Women Quarterly, 40(3). https://doi.org/10.1177/0361684316647953.

Emin Turkoglu, M., Cansoy, R., & Parlar, H. (2017). Examining relationship between teachers' self-efficacy and job satisfaction. Universal Journal of Educational Research, 5(5). https://doi.org/10.13189/ujer.2017.050509.

Fathi, J., Ahmadnejad, M., & Salehi, M. (2021). An investigation of the relationship among principal instructional leadership, collective teacher efficacy and teacher job satisfaction: A structural equation modeling approach. Journal of School Administration, 9(2). https://doi.org/10.34785/J010.2021.014.

Finch, J. E., Akhavein, K., Patwardhan, I., & Clark, C. A. C. (2023). Teachers' self-efficacy and perceptions of school climate are uniquely associated with students' externalizing and internalizing behavior problems. Journal of Applied Developmental Psychology, 85. https://doi.org/10.1016/j.appdev.2023.101512.

Fitriana, H., & Waswa, A. N. (2024). The influence of a realistic mathematics education approach on students’ mathematical problem solving ability. Interval: Indonesian Journal of Mathematical Education, 2(1), 29-35. https://doi.org/10.37251/ijome.v2i1.979.

Habibi, A., Mailizar, M., Yaqin, L. N., Alqahtani, T. M., Abrar, M., Hamuddin, B., & Failasofah, F. (2024). Unlocking English proficiency: Youtube's impact on speaking skills among indonesian university students. Journal of Technology and Science Education, 14(1), 142-157. https://doi.org/10.3926/jotse.2485.

Habibi, A., Riady, Y., Alqahtani, T. M., Muhaimin, M., Albelbisi, N. A., Jaya, A., & Yaqin, L. N. (2023). Drivers affecting Indonesian pre-service teachers' intention to use m-learning: Structural equation modeling at three universities. E-Learning and Digital Media, 20(6), 519-538. https://doi.org/10.1177/20427530221118775.

Habibi, A., Yaakob, M. F. M., & Sofwan, M. (2022). Student use of digital libraries during COVID-19: Structural equation modelling in Indonesian and Malaysian contexts. The Electronic Library, 40(4), 472-485. https://doi.org/10.1108/EL-12-2021-0212.

Habibi, A., Yaakob, M. F. M., Mukminin, A., Muhaimin, M., Prasojo, L. D., Yusop, F. D., & Muzakkir, M. (2021). Teachers' digital technology access to motivation, skills and use: a structural equation modeling study. Aslib Journal of Information Management, 73(4), 543-559. https://doi.org/10.1108/AJIM-11-2020-0382.

Hair, J., & Alamer, A. (2022). Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027.

Hassan, O., & Ibourk, A. (2021). Burnout, self-efficacy and job satisfaction among primary school teachers in Morocco. Social Sciences and Humanities Open, 4(1). https://doi.org/10.1016/j.ssaho.2021.100148.

Hertzog, M. A. (2008). The content validity index: are you sure you know what's being reported? critique and recommendations. Research in Nursing & Health, 31(4). https://doi.org/10.1002/nur.20147.

Ipong, D. (2020). The role of instructional leadership on school quality through school climate as a mediator. Talent Development & Excellence, 12(3), 1142-1159. https://doi.org/10.1108/IJEM-07-2023-0323.

Koutska, I. (2023). Educational technology ‘introduced’ by the COVID-19 pandemic. Innoeduca. International Journal of Technology and Educational Innovation, 9(2), 115–133. https://doi.org/10.24310/innoeduca.2023.v9i2.15481.

Jalapang, I., & Raman, A. (2020). Effect of instructional leadership, principal efficacy, teacher efficacy and school climate on students' academic achievements. Academic Journal of Interdisciplinary Studies, 9(3). https://doi.org/10.36941/ajis-2020-0043.

Jeffri, A. I., & A. Hamid, A. H. (2022). The relationship between 21st-century instructional leadership and teachers' self-efficacy. International Journal of Academic Research in Business and Social Sciences, 12(9). https://doi.org/10.6007/ijarbss/v12-i9/14569.

Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers' perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psychological Measurement, 67(5), 1-10. https://doi.org/10.1177/0013164406299102.

Jumabaeva, C., Afacan Adanir, G., Sartova, K., & Muhametjanova, G. (2024). Kyrgyz Students’ Acceptance of QR Code Use in Organic Chemistry Course. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 166–183. https://doi.org/10.24310/ijtei.101.2024.17747.

Kalkan, U., Altinay Aksal, F., Altinay Gazi, Z., Atasoy, R., & Dagli, G. (2020). The relationship between school administrators' leadership styles, school culture, and organizational image. SAGE Open, 10(1). https://doi.org/10.1177/2158244020902081.

Kasalak, G., & Dagyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the teaching and learning international survey (talis). Educational Sciences: Theory and Practice, 20(3). https://doi.org/10.12738/jestp.2020.3.002.

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3). https://doi.org/10.1037/a0019237.

Koutská, I. (2023). Educational technology 'introduced'by the COVID-19 pandemic. Innoeduca: international journal of technology and educational innovation, 9(2), 115-133. https://doi.org/10.24310/innoeduca.2023.v9i2.15481.

Kusuma, R. S. (2020). Improving students’ basic asking skills by using the discovery learning model. Tekno - Pedagogi : Jurnal Teknologi Pendidikan, 10(2), 8-13. https://doi.org/10.22437/teknopedagogi.v10i2.32743.

Lestari, A., Komala, R., & Rusdi, R. (2019). Relationship between school climate and instructional leadership with the biology teachers justice. Indonesian Journal of Science and Education, 3(1). https://doi.org/10.31002/ijose.v3i1.1163.

Ling, M. T., Pang, V., & Thurasamy, R. (2017). The construct validation of Leadership Competency Scale (LCS): Integration of Rasch And PLS-SEM. TPM . Testing, Psychometrics, Methodology in Applied Psychology, 24(2). https://doi.org/10.4473/TPM24.2.6.

Liu, J., Wang, K., Chen, Z., & Pan, Z. (2023). Exploring the contributions of job resources, job demands, and job self-efficacy to STEM teachers' job satisfaction: A commonality analysis. Psychology in the Schools, 60(1). https://doi.org/10.1002/pits.22768.

Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a Mediated-Effects Model. Educational Administration Quarterly 54(4). https://doi.org/10.1177/0013161X18769048.

Liu, Y., Bellibas, M. S., & Gumus, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration and Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438.

Mo, N. T., Binh, N. T., Hung, P. H., Cu, H. M., Linh, N. T., & Van Hai, T. (2024). Employee satisfaction, engagement and financial performance in stock brokerage companies. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 284-299. https://doi.org/10.22437/jiituj.v8i1.32199.

Nurabadi, A., Irianto, J., Bafadal, I., Juharyanto, Gunawan, I., & Adha, M. A. (2021). The effect of instructional, transformational and spiritual leadership on elementary school teachers' performance and students' achievements. Cakrawala Pendidikan, 40(1), 17–31. https://doi.org/10.21831/cp.v40i1.35641.

Nurlina, N., Widayatsih, T., & Lestari, N. D. (2023). The effect of job satisfaction and motivation on the organizational commitment. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 8(1). https://doi.org/10.31851/jmksp.v8i1.10029.

Pramana, D., Utami, N. W., & Wiradharma, I. G. B. M. (2022). Evaluasi faktor yang mempengaruhi behavioral intention dan use behavioral pada spada di stmik primakara menggunakan model unified theory of acceptance and use of technology 2 [Evaluation of factors influencing behavioral intention and use behavior on Spada at STMIK Primakara using the unified theory of acceptance and use of technology 2 model]. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 6(1), 98-114. https://doi.org/10.22437/jiituj.v6i1.19601.

Putra, R. P., Ramadhanti, A., Setiawati, F. A., Azizah, H. J. A., & Puhka, P. (2024). Do undergraduate physics students studying abroad need optimism? A cross-country case study. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 90-103. https://doi.org/10.22437/jiituj.v8i1.31880.

Putriningsih, D. P. E., Suwintari, I. G. A. E., & Widada, M. C. P. N. (2023). Location and motivation influence on the decision to visit the Tembeling, Nusa Penida. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(1), 68-74. https://doi.org/10.22437/jiituj.v7i1.26663.

Purwanto, A., & Sulaiman, A. (2023). The role of transformational and transactional leadership on job satisfaction of millennial teachers: A cb-sem amos analysis. UJoST-Universal Journal of Science and Technology, 2(2). https://doi.org/10.11111/ujost.v2i2.114.

Rachmawati, Y., & Suyatno, S. (2021). The effect of principals' competencies on teachers' job satisfaction and work commitment. Participatory Educational Research, 8(1). https://doi.org/10.17275/per.21.21.8.1.

Rafiq & Dr. Fariha Gul. (2023). Impact of instructional leadership on school culture and climate for school improvement. MAIRAJ, 1(1). https://doi.org/10.58760/mairaj.v1i1.4.

Raman, A., Thannimalai, R., & Jalapang, I. A. (2022). An empirical study on instructional leadership, school climate and teacher efficacy. Journal of Pedagogy and Education Science, 1(02), 47–62. https://doi.org/10.56741/jpes.v1i02.76.

Ringle, C. M., Wende, S., & Becker, J. M. (2015). Smart PLS 3. In SmartPLS GmbH, http://www.smartpls.com.

Rachmawati, E., Kurniawan, B., Arkew, H. W., & Singh, A. (2024). Development of Web-Based Geography Learning Media for High School Students. Journal Evaluation in Education (JEE), 5(1), 34-41. https://doi.org/10.37251/jee.v5i1.824.

Roemer, E., Schuberth, F., & Henseler, J. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial Management and Data Systems, 121(12). https://doi.org/10.1108/IMDS-02-2021-0082.

Rusmiati, M. (2022). Realistic Mathematics Education (RME) on Student Self-Efficacy. Journal Evaluation in Education (JEE), 3(3), 97-101. https://doi.org/10.37251/jee.v3i3.265.

Sari, R., Omeiza, I. I., & Mwakifuna, M. A. (2023). The influence of number dice games in improving early childhood mathematical logic in early childhood education. Interval: Indonesian Journal of Mathematical Education, 1(2), 61-66. https://doi.org/10.37251/ijome.v1i2.776.

Sarstedt, M., Radomir, L., Moisescu, O. I., & Ringle, C. M. (2022). Latent class analysis in PLS-SEM: A review and recommendations for future applications. Journal of Business Research, 138. https://doi.org/10.1016/j.jbusres.2021.08.051.

Selenius, H., & Ginner Hau, H. (2023). A scoping review on the psychometric properties of the teacher efficacy for inclusive practices (TEIP) scale. Scandinavian Journal of Educational Research, 68(4), 792-802. https://doi.org/10.1080/00313831.2023.2185811.

Setiyani, E. N., Baharin, Z. H. Z., & Jesse, S. N. (2023). Development of POE-Based student worksheets (Predict, Observe, And Explain) for students’ mathematical representation abilities. Journal of Educational Technology and Learning Creativity, 1(2), 78-87. https://doi.org/10.37251/jetlc.v1i2.792.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1). https://doi.org/10.1111/j.1471-3802.2011.01200.x.

Sharma, S., & Taneja, M. (2018). The effect of training on employee performance. International Journal of Recent Technology and Engineering, 7(4), 388-381. https://doi.org/10.36555/almana.v4i3.1477.

Shaukat, S., Vishnumolakala, V. R., & Al Bustami, G. (2019). The impact of teachers' characteristics on their self-efficacy and job satisfaction: a perspective from teachers engaging students with disabilities. Journal of Research in Special Educational Needs, 19(1). https://doi.org/10.1111/1471-3802.12425.

Siraj, M. A. M. M., Rami, A. A. M., Aziz, N. A. A., & Anuar, M. A. M. (2022). The Relationship Between School Heads' Transformational and Structural Leadership Styles Towards Teachers' Teaching Motivation. Asian Journal of University Education, 18(1) 244-255. https://doi.org/10.24191/ajue.v18i1.17193.

Skaalvik, C. (2020). School principal self-efficacy for instructional leadership: relations with engagement, emotional exhaustion and motivation to quit. Social Psychology of Education, 23(2), 479–498. https://doi.org/10.1007/s11218-020-09544-4.

Sutiyatno, S., Santoso, K. I., & Susilo, G. (2022). The role of innovation leadership in teacher commitment: a study of organizational culture. International Journal of Educational Methodology, 8(3), 595–607. https://doi.org/10.12973/ijem.8.3.595.

Suwarni, R. (2021). Analysis the process of observing class iv students in thematic learning in primary schools. Tekno - Pedagogi : Jurnal Teknologi Pendidikan, 11(1), 26-32. https://doi.org/10.22437/teknopedagogi.v11i1.32717.

Szabo, E., Korodi, K., Szel, E., & Jagodics, B. (2022). Facing the inevitable: The effects of coronavirus disease pandemic and online teaching on teachers' self-efficacy, workload and job satisfaction. European Journal of Educational Research, 11(1), 151–162. https://doi.org/10.12973/eu-jer.11.1.151.

Talan, T., Dogan, Y., & Kalinkara, Y. (2024). Digital natives’ mobile learning adoption in terms of utaut-2 model: a structural equation model. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 100–123. https://doi.org/10.24310/ijtei.101.2024.17440.

Veletic, J., & Olsen, R. V. (2021). Developing a shared cluster construct of instructional leadership in TALIS. Studies in Educational Evaluation, 68, 1-12. https://doi.org/10.1016/j.stueduc.2020.100942.

Webster, J., & Watson, R. T. (2002). Analyzing the Past to Prepare for the Future: Writing a Literature Review. MIS Quarterly, 26(2), 521-533. https://doi.org/10.1.1.104.6570.

Williams, R. I., Clark, L. A., Clark, W. R., & Raffo, D. M. (2021). Re-examining systematic literature review in management research: Additional benefits and execution protocols. European Management Journal, 39(4). https://doi.org/10.1016/j.emj.2020.09.007.

Windle, G. (2011). What is resilience? A review and concept analysis. Reviews in Clinical Gerontology, 21(2). https://doi.org/10.1017/S0959259810000420.

Xiyun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.904151.

Yusoff, M. A., & Ismail, S. N. (2021). Instructional leadership of school leaders and its relationship to the school climate. International Journal of Education, Psychology and Counseling, 6(40). https://doi.org/10.35631/ijepc.640021.

Yohanie, D. D., Botchway, G. A., Nkhwalume, A. A., & Arrazaki, M. (2023). Thinking process of mathematics education students in problem solving proof. Interval: Indonesian Journal of Mathematical Education, 1(1), 24-29. https://doi.org/10.37251/ijome.v1i1.611.

Zakiyah, Z., Boonma, K., & Collado, R. (2024). Physics learning innovation: Song and animation-based media as a learning solution for mirrors and lenses for junior high school students. Journal of Educational Technology and Learning Creativity, 2(2), 54-62. https://doi.org/10.37251/jetlc.v2i2.1062.

Zhang, L. J., Fathi, J., & Mohammaddokht, F. (2023). Predicting teaching enjoyment from teachers' perceived school climate, self-efficacy, and psychological wellbeing at work: EFL teachers. Perceptual and Motor Skills, 130(5), 2269-2299. https://doi.org/10.1177/00315125231182269.

Zona, F. R., & Taufik, T. (2019). The relationship between interpersonal comunication skills and job satisfaction of social services in the tanah datar districts. Jurnal Neo Konseling, 1(4). https://doi.org/10.24036/00187kons2019.

Zunic-Pavlovic, V. P., & Pavlovic, M. V. (2020). Self-efficacy and job satisfaction of teachers in schools for students with disabilities. Specijalna Edukacija i Rehabilitacija, 19(3). https://doi.org/10.5937/SPECEDREH19-28267.