Why Teacher Job Satisfaction Matters
Teachers play a central role in the quality of education. Beyond teaching lessons, they are expected to adapt to technological changes, support student development, participate in school programs, and handle administrative responsibilities.
The researchers noted that teachers with higher job satisfaction tend to be more productive and innovative, while dissatisfaction can be associated with declining motivation, fatigue, and increased absenteeism. At the school examined in the study, the researchers observed that PPPK teacher attendance at school meetings increased from 14 percent in June to 23 percent in August, providing part of the context for examining workplace conditions and satisfaction.
The study also identified differences in teachers’ additional responsibilities. Some PPPK teachers were assigned duties such as curriculum administration, Dapodik operations, OSIS advising, and school duty assignments, while others primarily carried out teaching responsibilities. According to the researchers, differences in assignments could contribute to perceptions of unequal workloads and affect teachers’ comfort and focus at work.
At the same time, the school had established several organizational activities and values, including literacy programs, physical exercise, homeroom teacher coaching, flag ceremonies, and congregational Dhuha prayers. However, participation among PPPK teachers was described as inconsistent, suggesting that organizational values had not been implemented uniformly.
How the Research Was Conducted
Viola Diya Nabiilah and Khaerul Rizal Abdurahman used a quantitative research design. The researchers collected information through observations, interviews, questionnaires, and a literature review.
The respondents were 35 PPPK teachers at the school studied. The questionnaire measured three main areas: organizational culture, workload, and job satisfaction. The responses were tested to ensure that the questionnaire items were suitable and dependable before being analyzed statistically.
The researchers then used SPSS version 27 to examine relationships between organizational culture, workload, and job satisfaction. The analysis included multiple linear regression and statistical tests assessing both individual and combined effects of the two workplace factors.
Strong Organizational Culture, Moderate Workload
The findings show that PPPK teachers rated the school’s organizational culture at an average score of 3.64, placing it in the strong category.
Among the organizational culture dimensions, results orientation received the highest average score at 3.93. Human orientation received the lowest score at 3.40, although it remained within the study's good category. The researchers interpreted the overall result as evidence that organizational values, cooperation, discipline, and commitment were relatively well established among teachers.
The average workload score was 3.06, categorized as sufficient. The time-load dimension recorded the highest score at 3.22, while mental workload was the lowest at 2.94.
The result suggests that teachers were generally able to handle their responsibilities, but workload management still required attention. Differences in additional assignments could create fatigue if responsibilities were not distributed appropriately.
Meanwhile, the average job satisfaction score reached 3.48, placing it in the satisfied category. The turnover-related indicator recorded the highest score at 3.68, while the job-level indicator was the lowest at 3.32.
Both Factors Influence Job Satisfaction
Statistical testing showed a positive relationship between organizational culture and job satisfaction. The organizational culture variable produced a t-value of 5.748, compared with a reference value of 1.69389, with a significance value of 0.043. The researchers therefore concluded that stronger implementation of organizational culture was associated with higher teacher job satisfaction.
Workload also showed a statistically significant positive effect, with a t-value of 2.190 and a reported significance value of 0.000. The researchers emphasized that workload needs to be managed proportionally, taking teachers’ abilities, competencies, and responsibilities into account.
When organizational culture and workload were examined together, the F-test produced a value of 33.269, higher than the reference value of 3.295, with a significance value of 0.000. The study therefore concluded that the two factors jointly influence PPPK teachers’ job satisfaction.
The model's R Square was 0.675, meaning organizational culture and workload accounted for 67.5 percent of the variation in job satisfaction within the study's model. The remaining 32.5 percent was associated with other factors not examined in the research.
Implications for Schools and Education
The findings provide a practical message for school management: improving teacher satisfaction requires attention not only to salaries or individual performance but also to the everyday working environment.
Nabiilah and Abdurahman from Jenderal Achmad Yani University recommend strengthening a people-oriented organizational culture through better communication, openness, mutual respect, and continued teamwork. They also recommend distributing responsibilities more fairly according to teachers’ abilities and roles.
The researchers further point to training, competency development, recognition of teacher achievements, constructive feedback, and greater teacher involvement in decisions affecting their duties as potential ways to improve workplace satisfaction.
In practical terms, the study suggests that schools can support teachers by ensuring that additional administrative and non-teaching assignments are clearly defined and reasonably distributed. A healthier balance between teaching responsibilities and additional duties could help teachers maintain focus on classroom learning while remaining engaged in broader school activities.
The researchers' conclusion can be summarized as follows: a strong organizational culture combined with appropriately managed workloads can support higher job satisfaction among PPPK teachers. This insight comes directly from Viola Diya Nabiilah and Khaerul Rizal Abdurahman of Jenderal Achmad Yani University and is based on data collected from the 35 PPPK teachers included in their research.
Author Profiles
Viola Diya Nabiilah — Faculty of Economics and Business, Jenderal Achmad Yani University. She is the first and corresponding author of the article. The published paper does not state her academic degree or a specific professional field of expertise beyond the study's focus on organizational culture, workload, and teacher job satisfaction.
Khaerul Rizal Abdurahman — Faculty of Economics and Business, Jenderal Achmad Yani University. He is the second author. The article does not provide an academic degree or detailed professional expertise for the author.
Research Source
Article: “The Influence of Organizational Culture and Workload on PPPK Teacher Job Satisfaction at XYZ School”
Authors: Viola Diya Nabiilah and Khaerul Rizal Abdurahman
Journal: Formosa Journal of Multidisciplinary Research (FJMR)
Publication: Volume 5, No. 8, 2026, pp. 2417–2432
DOI: 10.55927/fjmr.v5i8.125
Official journal: Formosa Journal of Multidisciplinary Research
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