Influence of Teacher Leadership, Learning Culture, and Self-Regulation on Job Satisfaction: Mediating Stress and Commitment

This study examines how teacher leadership, learning culture, and self-regulation influence teacher job satisfaction, with job stress and organizational commitment as mediators. This study used a quantitative approach and Structural Equation Modeling (SEM-PLS) with SmartPLS 3.0 for Partial Least Squares analysis, involving 204 secondary school teachers in Jambi, Indonesia. The structural model showed that teacher leadership significantly influenced job satisfaction, but did not influence job stress or organizational commitment. Learning culture and self-regulation were significant predictors of reduced job stress. Self-regulation was highly predictive of organizational commitment but did not significantly affect job satisfaction. The study found a small but substantial positive correlation between job stress and job satisfaction, indicating a challenge-stress dynamic. The strongest predictor of job satisfaction was organizational commitment, which served as an important mediator for self-regulation. Although leadership and culture are important, personal psychological abilities such as self-regulation are crucial for commitment and resilience. This report recommends that school policymakers incorporate self-regulation training and promote a supportive learning culture to reduce teacher stress and improve well-being. These findings deepen our understanding of the psychological and organizational determinants of educational outcomes in Indonesia.