Teacher competence and work-life balance are strongly associated with organizational commitment and job satisfaction among teachers at SMA Negeri 1 Hutabayuraja, according to research by Devi Andira, Marisi Butarbutar, Efendi, Liper Siregar, and Marto Silalahi of Sekolah Tinggi Ilmu Ekonomi Sultan Agung, Indonesia. The article was published in 2026 in the International Journal of Applied Research and Sustainable Sciences (IJARSS). The findings matter because they show that teachers’ professional capabilities and their ability to manage work and personal responsibilities are closely connected with how strongly they feel attached to their school and how positively they view their jobs.
The research focused on 35 civil-servant teachers at SMA Negeri 1 Hutabayuraja. The article was received on April 25, revised on June 25, and accepted on July 25, 2026. However, the paper does not specify the exact period when the field data were collected.
Why Teacher Competence and Work-Life Balance Matter
Teaching involves responsibilities that extend well beyond classroom instruction. Teachers prepare lessons, assess students, complete administrative work, participate in school programs, and undertake continuing professional development.
These responsibilities can influence teachers’ experiences at work. Professional competence can help teachers manage instructional and organizational demands, while work-life balance concerns their ability to accommodate professional responsibilities alongside personal and family needs.
The researchers from Sekolah Tinggi Ilmu Ekonomi Sultan Agung examined four key areas: teacher competence, work-life balance, organizational commitment, and job satisfaction.
Teacher competence was considered through pedagogical, personality, social, and professional dimensions. Work-life balance included personality, family, job, and attitude characteristics. Organizational commitment was examined through affective, continuance, and normative dimensions, while job satisfaction covered psychological, physical, and supervision-related factors.
How the Research Was Conducted
The researchers used a quantitative approach involving all 35 civil-servant teachers at SMA Negeri 1 Hutabayuraja. Data were collected through questionnaires, interviews, and documentation.
The questionnaire used a five-point Likert scale. Before the main analysis, the research instrument was tested with 30 teachers outside the study population to assess its validity and reliability.
The data were then analyzed using SPSS version 21. The analysis included descriptive statistics, correlation analysis, regression analysis, coefficient of determination, and hypothesis testing using t-tests and F-tests at a 5 percent significance level.
Key Findings
The results reveal several important relationships.
1. Teacher competence was positively associated with organizational commitment.
Teacher competence produced a regression coefficient of β = 0.649, with t = 4.895 and p < 0.001. The analysis also showed R² = 0.421, meaning teacher competence accounted for 42.1 percent of the variance in organizational commitment in the model.
In practical terms, teachers with stronger professional capabilities tended to demonstrate stronger attachment to their school and greater willingness to support organizational objectives.
2. Work-life balance showed an even stronger relationship with organizational commitment.
The coefficient for work-life balance was β = 0.691, with t = 5.496 and p < 0.001. Its R² value was 0.478, indicating that work-life balance accounted for 47.8 percent of the variance in organizational commitment in the analysis.
This result highlights the importance of how teachers manage professional responsibilities alongside their personal lives.
3. Organizational commitment had the strongest relationship with job satisfaction.
The relationship between organizational commitment and job satisfaction produced β = 0.857, t = 9.546, and p < 0.001. The R² value reached 0.734, indicating that organizational commitment accounted for 73.4 percent of the variance in job satisfaction in the model.
Among the relationships examined, this was the strongest statistical association reported in the study.
What the Findings Mean for Schools
The findings suggest that improving teachers’ professional capabilities should not be viewed only as a way to strengthen teaching performance. Professional development may also be relevant to teachers’ organizational attachment.
For school management, continuous training, mentoring, and activities that strengthen pedagogical and professional capabilities can provide important support. At the same time, schools can consider workload management and supportive working arrangements that help teachers handle professional and personal responsibilities more effectively.
Communication, recognition, supervision, and teacher participation in school activities are also highlighted as areas that can support organizational commitment and job satisfaction.
The authors’ findings from Sekolah Tinggi Ilmu Ekonomi Sultan Agung point to an integrated perspective: professional capability and sustainable management of work and personal responsibilities are associated with stronger organizational attachment, while organizational attachment is strongly associated with teachers’ job satisfaction.
Important Limitation: Mediation Still Needs Testing
One finding requires careful interpretation.
The research proposed that organizational commitment could mediate the relationship between teacher competence and job satisfaction, as well as between work-life balance and job satisfaction. However, the article does not report a formal indirect-effect test.
Therefore, the available statistical results do not yet establish that organizational commitment has been proven as a mediator. The mediation hypotheses require additional statistical testing before such a conclusion can be confirmed.
The researchers recommend that future studies use larger samples, involve multiple schools and educational settings, and consider longitudinal research to provide stronger evidence about the relationships among the variables.
Author Profile
Devi Andira is affiliated with Sekolah Tinggi Ilmu Ekonomi Sultan Agung, Indonesia. Marisi Butarbutar, Efendi, Liper Siregar, and Marto Silalahi are affiliated with the Master of Management program at Sekolah Tinggi Ilmu Ekonomi Sultan Agung. Their article focuses on management and organizational issues in education, particularly teacher competence, work-life balance, organizational commitment, and job satisfaction.
Research Source
Article: Effects of Teacher Competence and Work-Life Balance on Job Satisfaction: The Mediating Role of Organizational Commitment among Teachers at SMA Negeri 1 Hutabayuraja
Journal: International Journal of Applied Research and Sustainable Sciences (IJARSS)
Publication: 2026, Volume 4, Number 8, pages 747–758
Authors: Devi Andira, Marisi Butarbutar, Efendi, Liper Siregar, and Marto Silalahi
DOI: 10.59890/ijarss.v4i8.43
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