Analyzing the Impact of Leadership, Occupational Stress, and Work-Life Balance on Teachers' Job Satisfaction
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Abstract
Schools possess varying leadership characteristics that influence adherence to rules and work discipline. Based on this premise, the present study aims to analyze the effects of leadership, work stress, and work-life balance on teachers’ job satisfaction at Tunas Mulia School. This research employs a quantitative method, utilizing data collection through Google Forms, with data analyzed using SPSS version 25. The findings indicate that, partially, leadership (X1) does not have a positive and significant effect on job satisfaction (Y), with a significance value of 0.000. Similarly, work stress (X2) also does not exhibit a positive and significant influence on job satisfaction (Y), with the same significance value. In contrast, the work-life balance variable (X3) demonstrates a positive and significant effect on job satisfaction, with a significance value of 0.000. Simultaneously, the three variables (X1, X2, X3) collectively exert a positive and significant influence on job satisfaction, with a significance value of 0.011. Notably, 95% of the variance in job satisfaction is influenced by other factors not addressed in this study. As a recommendation, school management is advised to implement stress management programs and flexible work policies as strategic efforts to enhance work-life balance, thereby promoting more sustainable job satisfaction among teachers.
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