Bridging Teacher and Student Success: Investigating Job Satisfaction and Self-Efficacy in Islamic and Non-Islamic Schools in Indonesia
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| Title: | Bridging Teacher and Student Success: Investigating Job Satisfaction and Self-Efficacy in Islamic and Non-Islamic Schools in Indonesia |
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| Language: | English |
| Authors: | Abu Nawas (ORCID |
| Source: | Current Issues in Comparative Education. 2026 28(1):71-96. |
| Availability: | Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Teachers, Job Satisfaction, Self Efficacy, Islam, Religious Schools, Predictor Variables, Academic Achievement, Correlation, Student Motivation, Gender Differences, Employment Level, Well Being, Anxiety, Context Effect |
| Geographic Terms: | Indonesia |
| ISSN: | 1523-1615 |
| Abstract: | Although teacher job satisfaction and self-efficacy are widely recognised as important for student learning and well-being, little is known about how their effects differ across educational contexts. This study examines how these factors shape student outcomes in Indonesian Islamic (IS) and non-Islamic/general (NS) secondary schools. Using a two-stage stratified sampling method, data were collected from 1,319 students in 64 classrooms, and multigroup and multilevel path analysis (Mplus 8.10) was conducted to assess cross-level relationships. The findings show clear differences between school types. In NS, teacher job satisfaction (TCJOBS) directly predicted student achievement, whereas in IS, its effect operated indirectly through student motivation. Teacher self-efficacy (TCEFF) directly improved achievement in IS, but in NS, it influenced achievement indirectly through TCJOBS. Job status strongly predicted TCJOBS, with permanent teachers reporting higher satisfaction, and gender differences showed higher self-efficacy among female teachers. While TCJOBS and TCEFF were not directly linked to student well-being or anxiety, higher student well-being consistently enhanced achievement and reduced anxiety in both school systems. This study demonstrates how teacher-related factors operate differently across educational frameworks, offering important insights for targeted policy and professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497150 |
| Database: | ERIC |
| Abstract: | Although teacher job satisfaction and self-efficacy are widely recognised as important for student learning and well-being, little is known about how their effects differ across educational contexts. This study examines how these factors shape student outcomes in Indonesian Islamic (IS) and non-Islamic/general (NS) secondary schools. Using a two-stage stratified sampling method, data were collected from 1,319 students in 64 classrooms, and multigroup and multilevel path analysis (Mplus 8.10) was conducted to assess cross-level relationships. The findings show clear differences between school types. In NS, teacher job satisfaction (TCJOBS) directly predicted student achievement, whereas in IS, its effect operated indirectly through student motivation. Teacher self-efficacy (TCEFF) directly improved achievement in IS, but in NS, it influenced achievement indirectly through TCJOBS. Job status strongly predicted TCJOBS, with permanent teachers reporting higher satisfaction, and gender differences showed higher self-efficacy among female teachers. While TCJOBS and TCEFF were not directly linked to student well-being or anxiety, higher student well-being consistently enhanced achievement and reduced anxiety in both school systems. This study demonstrates how teacher-related factors operate differently across educational frameworks, offering important insights for targeted policy and professional development. |
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| ISSN: | 1523-1615 |
