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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
Language: English
Authors: Abu Nawas (ORCID 0000-0003-0365-1020), I Gusti Ngurah Darmawan (ORCID 0000-0002-7628-6434), Nina Maadad (ORCID 0000-0002-4903-8400)
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
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  Data: Bridging Teacher and Student Success: Investigating Job Satisfaction and Self-Efficacy in Islamic and Non-Islamic Schools in Indonesia
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  Data: <searchLink fieldCode="AR" term="%22Abu+Nawas%22">Abu Nawas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0365-1020">0000-0003-0365-1020</externalLink>)<br /><searchLink fieldCode="AR" term="%22I+Gusti+Ngurah+Darmawan%22">I Gusti Ngurah Darmawan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7628-6434">0000-0002-7628-6434</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nina+Maadad%22">Nina Maadad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4903-8400">0000-0002-4903-8400</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Comparative+Education%22"><i>Current Issues in Comparative Education</i></searchLink>. 2026 28(1):71-96.
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  Data: 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
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  Data: 26
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Islam%22">Islam</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Schools%22">Religious Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Level%22">Employment Level</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Label: Abstract
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 71
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Islam
        Type: general
      – SubjectFull: Religious Schools
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Employment Level
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Bridging Teacher and Student Success: Investigating Job Satisfaction and Self-Efficacy in Islamic and Non-Islamic Schools in Indonesia
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              Y: 2026
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