The findings matter because teacher satisfaction can influence how educators experience their daily responsibilities, coordinate with colleagues, and carry out educational services. The research also highlights an important distinction: a school can have a generally favorable physical environment, yet workload and the way additional responsibilities are managed may still play a more decisive role in teachers’ job satisfaction.
Teacher Absenteeism Raised an Early Warning Signal
The researchers began with indications that job satisfaction among PPPK teachers at SMK XYZ was not entirely optimal. Administrative records showed that teacher absenteeism increased substantially during the later months of the observation period.
From August to October 2025, the reported absenteeism rates reached 5.5%, 5.5%, and 5.6%, respectively. The journal classifies these figures as high based on the benchmark discussed in the study. The researchers treated the pattern as an indication that teacher job satisfaction deserved closer examination.
The study also identified practical workplace issues. Some classrooms reportedly had limited access to natural light, while several rooms lacked adequate air-conditioning or fans. Poorly maintained facilities could also produce unpleasant odors or become unusable.
Workload presented another concern. Teachers reported responsibilities extending beyond classroom teaching, including duties as homeroom teachers, school administrators, operators, or extracurricular supervisors. Some additional administrative tasks were time-consuming enough that teachers sometimes continued working at home after school hours.
How the Research Was Conducted
Syaadah and Lestari used a quantitative research design involving all 54 PPPK teachers at SMK XYZ. Data were collected through questionnaires, interviews, and documentation. The questionnaire used a semantic differential scale, while statistical analysis was conducted with SPSS version 27.
The researchers first assessed the quality and consistency of the questionnaire before examining relationships among the variables. They then used regression analysis and statistical tests to determine whether the physical work environment and workload were associated with teacher job satisfaction.
Physical Environment Rated Good, but Its Individual Effect Was Not Significant
Overall, teachers rated the physical work environment at SMK XYZ as good, with an average score of 3.71.
Lighting received the highest score at 3.86, categorized as bright. Air comfort scored 3.72, while odor received the lowest score at 3.57, although it was still categorized positively in the study.
However, statistical testing produced a more nuanced result. The physical work environment had a regression coefficient of 0.168, with a significance value of 0.095. Because the significance value was above the 0.05 threshold used by the researchers, the physical work environment was not statistically significant as an individual predictor of job satisfaction.
In other words, improving classroom lighting, air comfort, cleanliness, and other physical facilities remains important for teachers’ comfort, but those factors alone did not statistically explain differences in job satisfaction among the respondents.
Workload Emerged as the Stronger Factor
The workload variable produced a different result. Teachers rated their overall workload as appropriate, with an average score of 3.68.
The target-to-be-achieved component scored 3.92, while working time scored 3.45, making working time the weaker aspect of the workload assessment. The researchers noted that teachers generally considered their assigned responsibilities compatible with their abilities, but the time available to complete additional duties was less optimal.
Statistically, workload had a regression coefficient of 0.711 and a significance value of 0.000, indicating a significant positive relationship with job satisfaction in the study.
The researchers therefore suggest that workload should not simply be viewed in terms of how many tasks teachers receive. The compatibility between responsibilities, teachers’ competencies, and the time available to complete those responsibilities is also important.
Both Factors Together Explain 71.7% of Job Satisfaction Variation
Although the physical work environment was not significant on its own, the researchers found that the physical work environment and workload together significantly affected teacher job satisfaction.
The simultaneous test produced an F-value of 64.531 with a significance value of 0.000. The model’s R² was 0.717, meaning the two variables together accounted for 71.7% of the variation in job satisfaction among the teachers studied.
The finding suggests that school management should not treat workplace facilities and workload as completely separate issues. Even though the physical environment did not independently reach statistical significance, it contributed to the combined model.
Syaadah and Lestari’s findings indicate that “adequate and supportive facilities as well as a proportional workload can increase teacher job satisfaction,” supporting efforts to improve the quality of educational services.
Implications for School Management
For SMK XYZ, the study recommends maintaining existing physical facilities while paying particular attention to room conditions, including cleanliness, air comfort, and odor management. The researchers also recommend training that can strengthen teachers’ skills, competencies, time management, and productivity.
Attendance is another area identified for improvement. The study recommends evaluating teacher attendance records and following up with teachers who have high absence rates so that their responsibilities can be carried out properly.
More broadly, the research from Jenderal Achmad Yani University suggests that improving teacher job satisfaction requires more than simply providing comfortable classrooms. School leaders also need to consider whether additional responsibilities are appropriately distributed and whether teachers have enough time and support to complete them.
Author Profile
Syifa Lutfiah Syaadah — Management Study Program, Faculty of Economics and Business, Jenderal Achmad Yani University, Indonesia. Her research in this article focuses on physical work environments, workload, and job satisfaction among PPPK teachers.
Dian Lestari — Management Study Program, Faculty of Economics and Business, Jenderal Achmad Yani University, Indonesia. Her contribution is presented in the study alongside Syaadah on workplace factors and teacher job satisfaction.
The journal article does not state the authors’ academic degrees or individual specialist titles, so those details are not added here.
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