Purpose This study explores the impact of instructional leadership, teacher self-efficacy, professional commitment and school climate on job satisfaction and performance among Indonesian secondary teachers. The research aims to identify the main factors driving teacher satisfaction and productivity within Indonesia’s educational context, providing insights for school leaders and policymakers to enhance institutional support, cultivate positive environments and strengthen teacher capacity. The study highlights the key determinants of teacher performance in Indonesian secondary schools. Design/methodology/approach We used G* Power to determine the sampling; data were collected from 1,067 Indonesian secondary teachers through an online survey. This study employed partial least squares structural equation modeling to evaluate 13 hypotheses, facilitating the model’s complexity and predictive focus. The measurement and structural models were assessed using confirmatory composite analysis. Effect size (f2), coefficient of determination (R2) and predictive relevance (Q2) supported the evaluation of the structural model. Findings The findings revealed that teacher self-efficacy significantly enhanced commitment and the school climate, with the most substantial relationships observed in this study. A favorable school climate, in turn, was closely linked to higher job satisfaction and, to a lesser extent, improved teacher performance. These findings underscore the critical role of teacher self-efficacy in fostering a supportive educational environment and boosting teacher morale and effectiveness. Enhancing teachers’ self-efficacy could be a strategic approach to improving the overall school climate and teacher performance in Indonesian secondary education. Originality/value The current study underscores the necessity of cultivating leadership and teacher development cultures to enhance educational outcomes. The comprehensive statistical analysis in Indonesian secondary education has elucidated the interactions among the proposed variables, assisting policymakers and educators in improving teacher effectiveness and student achievement.
Habibi et al. (Wed,) studied this question.