Analysis of Self-Efficacy, Work Motivation, Work Environment, and Teacher Job Satisfaction: Testing the Mediating Role of the Work Environment

Abstract

Teachers’ job satisfaction constitutes a key factor in improving the quality of education; however, empirical realities indicate that many educators in Indonesia continue to face challenges, including low levels of welfare, heavy workloads, and limited supporting facilities. This study was designed to examine the effects of self-efficacy and work motivation on teachers’ job satisfaction, with the work environment positioned as a mediating variable. A quantitative research approach was employed through a survey of 100 public junior high school teachers located in Tuah Madani District, Pekanbaru City. Data were analyzed using the Partial Least Squares–Structural Equation Modeling (PLS-SEM) technique with the assistance of SmartPLS 3 software. The findings reveal that work motivation has a significant effect on job satisfaction, both directly and indirectly through the work environment, which functions as a partial mediator. In contrast, self-efficacy does not demonstrate a significant effect on job satisfaction, either with or without mediation by the work environment. These results underscore that the achievement of teachers’ job satisfaction is highly dependent on the presence of a supportive work environment. Therefore, efforts to enhance teachers’ welfare should prioritize strengthening work motivation, fostering a positive work climate, and providing sustained institutional support.