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

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

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

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

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

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

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

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

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

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

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

Downloads

Published

2024-10-11

How to Cite

Ridwan, A., Hendra, R., Guillén-Gámez, F. D. ., Fauzan, M., Alqhatani, T. M., Yaqin, L. N., & Setambah, M. A. B. . (2024). INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY ON JOB SATISFACTION: THE MEDIATING EFFECT OF SCHOOL CLIMATE IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOLS. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2). Retrieved from https://online-journal.unja.ac.id/JIITUJ/article/view/37023