The article titled “The Influence of Role Conflict on Organizational Commitment Through Job Satisfaction (A Case Study of Teaching Staff at SMKN 1 Pasuruan)” was published in the International Journal of Advanced Science Research (IJASR) Volume 4 Number 7, 2026. The research provides insights into human resource management in education, particularly regarding how teachers’ workload complexity influences their psychological attachment to schools.
Teachers are among the most important resources in educational organizations. Their performance directly affects learning quality and school achievement. However, modern teachers are not only responsible for classroom instruction but also face additional duties such as administrative tasks, curriculum development, student mentoring, extracurricular activities, digital learning implementation, professional training, and government education programs.
These multiple responsibilities can create role conflict, a condition where individuals experience competing demands that are difficult to fulfill simultaneously. When teachers must manage conflicting expectations, they may experience stress, fatigue, reduced satisfaction, and weaker commitment to their organization.
Teachers Face Increasingly Complex Responsibilities
The study explains that vocational high school teachers often carry more diverse responsibilities compared with teachers in other educational settings. At SMKN 1 Pasuruan, teachers are required not only to teach but also to support vocational education activities, including preparing practical learning materials, supervising internship programs, coordinating with industries, supporting competency certification, and managing administrative requirements.
According to Sangadji, excessive and conflicting responsibilities can create psychological pressure among teachers. If organizations fail to manage these conditions, role conflict may negatively influence teachers’ attitudes toward their work and institution.
The research emphasizes that organizational commitment is an important factor in maintaining school performance. Teachers with strong commitment tend to show greater loyalty, emotional attachment, responsibility, and willingness to contribute to school development.
Conversely, low commitment can affect educational quality through declining motivation, reduced productivity, and increased intention to leave the organization.
Study Examines Relationship Between Role Conflict, Satisfaction, and Commitment
Sangadji used an associative causal research approach to examine the relationship between role conflict, job satisfaction, and organizational commitment among teaching staff at SMKN 1 Pasuruan.
Data were collected through closed questionnaires distributed to respondents. The study population consisted of 75 teachers, with 45 teachers selected as research samples using the Slovin formula.
The collected data were analyzed using path analysis to identify direct and indirect relationships among variables. The analysis examined:
the effect of role conflict on job satisfaction;
the effect of job satisfaction on organizational commitment;
the indirect effect of role conflict on organizational commitment through job satisfaction.
Key Findings: Role Conflict Lowers Job Satisfaction
The research found that role conflict has a significant negative effect on job satisfaction.
The statistical analysis showed a coefficient value of -0.634, indicating that higher role conflict leads to lower teacher job satisfaction. The significance value of 0.000 confirmed that the relationship was statistically significant.
The findings indicate that teachers experiencing conflicting demands tend to feel less comfortable and satisfied with their work. Conflicts may occur when teachers receive inconsistent expectations from supervisors, colleagues, or institutional policies.
The study also revealed that 80% of respondents perceived role conflict at a moderate level, meaning that most teachers experienced some level of competing responsibilities but not at an extreme level.
Job Satisfaction Strengthens Organizational Commitment
Another important finding showed that job satisfaction has a positive and significant effect on organizational commitment.
The analysis produced a coefficient value of 0.340 with a significance value of 0.026, indicating that teachers who are more satisfied with their work tend to have stronger commitment to their school.
Teachers who experience positive relationships with supervisors, supportive colleagues, a comfortable work environment, and fair organizational policies are more likely to develop stronger loyalty toward their institution.
The study found that 68.89% of respondents considered their job satisfaction to be at a moderate level, while the same percentage reported high organizational commitment.
Job Satisfaction Mediates the Relationship Between Conflict and Commitment
The study further demonstrated that job satisfaction acts as a mediating variable between role conflict and organizational commitment.
The indirect effect of role conflict on organizational commitment through job satisfaction was found to be -0.216. This means that role conflict does not only directly influence commitment but also reduces commitment by lowering teachers’ job satisfaction.
When teachers experience excessive role conflict, their satisfaction decreases. Reduced satisfaction then affects their emotional attachment and willingness to remain committed to the school.
These findings support previous research showing that workplace conflict can weaken employee commitment when it negatively affects psychological well-being.
Recommendations for Improving Teacher Commitment
Based on the findings, Sangadji recommends that SMKN 1 Pasuruan reduce factors contributing to teacher role conflict.
One practical solution is improving task distribution and coordination among teachers. When a teacher cannot perform teaching duties due to certain circumstances, structured substitution mechanisms, lesson notes, and collaboration among teachers of similar subjects can reduce additional burdens.
The school is also encouraged to strengthen factors influencing job satisfaction. Improvement should not focus only on financial aspects but also include workplace relationships, leadership support, communication quality, recognition, and organizational policies.
A supportive environment where teachers feel heard and appreciated can increase satisfaction and ultimately strengthen organizational commitment.
Implications for Education Management
This study provides important implications for school leaders and education policymakers. Managing teacher commitment requires more than monitoring performance outcomes; it requires attention to teachers’ workload, psychological conditions, and workplace experiences.
By reducing unnecessary role conflict and improving job satisfaction, schools can create a healthier working environment that supports teacher loyalty and educational quality.
The findings also contribute to human resource management research by demonstrating how organizational behavior concepts apply within educational institutions.
Author Profile
Etta Mamang Sangadji is a researcher and academic from PGRI Wiranegara University, Pasuruan, Indonesia. Her research interests include human resource management, organizational behavior, job satisfaction, organizational commitment, and educational management.
Research Source
DOI: https://doi.org/10.59890/ijasr.v4i7.279
E-ISSN: 3025-7670
Journal Website: https://nvlmultitechpublisher.my.id/index.php/ijasr/index
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