The effect of self-efficacy and job satisfaction on teacher job commitment: Empirical evidence from Junior High Schools in Bandung
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This study aims to analyze the influence of self-efficacy and job satisfaction on teachers’ work engagement in junior high schools in Bandung, Indonesia. Using a quantitative explanatory approach, data were collected from 401 teachers selected through a stratified random sampling technique. Research instruments included the Teacher Self-Efficacy Scale (Tschannen-Moran & Hoy, 2001), Job Satisfaction Survey (Spector, 1997), and Utrecht Work Engagement Scale (Schaufeli et al., 2006). Data were analyzed using Structural Equation Modeling (SEM) with AMOS version 26. The Confirmatory Factor Analysis (CFA) results confirmed good construct validity and reliability (AVE > 0.50; CR > 0.80). The structural model demonstrated an acceptable fit (χ²/df = 2.14; CFI = 0.946; TLI = 0.938; RMSEA = 0.052). Hypothesis testing revealed that self-efficacy had a significant positive effect on work engagement (β = 0.41; p < 0.001), while job satisfaction exerted a stronger positive effect (β = 0.48; p < 0.001). Both variables jointly explained 61% of the variance in work engagement (R² = 0.61), and job satisfaction partially mediated the relationship between self-efficacy and work engagement (β = 0.19; p < 0.01). These findings support the Job Demands–Resources Model and Social Cognitive Theory, highlighting that personal and organizational resources jointly enhance teachers’ work engagement. The study emphasizes the importance of strengthening teachers’ self-efficacy and job satisfaction as strategic efforts to foster dedicated, resilient, and high-performing educators.
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