The Influence of Instructional Leadership and School Culture on Teacher Job Satisfaction: Evidence from Cluster-Based Elementary Schools in Indonesia
DOI:
https://doi.org/10.53797/jthkkss.v7i1.5.2026Keywords:
Instructional leadership, School culture, Teacher job satisfaction, Elementary education, SEM-PLSAbstract
Teacher job satisfaction constitutes a critical determinant in ensuring instructional effectiveness and sustaining the quality of primary education. Instructional leadership and school culture have been recognized as key organizational factors influencing teachers’ professional well-being; however, empirical studies examining these two variables simultaneously within cluster-based school systems remain limited. This study aimed to analyze the influence of principals’ instructional leadership and school culture on teacher job satisfaction in elementary schools within the Penjawi Cluster, Pati Regency. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling with a sample of 96 teachers. The findings indicated that instructional leadership significantly affected teacher job satisfaction (t = 7.136, p < 0.001), while school culture also demonstrated a significant effect (t = 3.301, p = 0.001). Together, both variables explained 83.6% of the variance in teacher job satisfaction (R² = 0.836). Effect size analysis revealed that instructional leadership exerted a large effect (f² = 1.430), whereas school culture showed a moderate effect (f² = 0.239). These findings underscore the importance of strengthening academic leadership and fostering a collaborative school culture to enhance teacher job satisfaction at the primary education level.
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