Work-Life Balance, Social Support, and Work Stress in Explaining Early Childhood Teacher Job Satisfaction
DOI:
https://doi.org/10.15575/jis.v6i3.58649Kata Kunci:
early childhood teachers, job satisfaction, social support, work-life balance, work stressAbstrak
Teacher job satisfaction is a critical factor in sustaining a positive work environment and supporting the quality of early childhood education. Beyond job characteristics, teachers’ satisfaction may be shaped by their ability to balance professional and personal demands, access supportive social resources, and manage work-related stress. This study aims to examine the relationships between work-life balance, social support, and job satisfaction among early childhood education teachers, while investigating the mediating role of job stress. A quantitative cross-sectional design was employed involving 345 early childhood education teachers in Labuhanbatu Regency. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both direct and indirect relationships among the variables. The results showed that work-life balance had a positive and significant relationship with job satisfaction (β = 0.328; t = 6.888; p < 0.001), while social support also had a positive and significant relationship with job satisfaction (β = 0.116; t = 2.141; p = 0.016). In contrast, job stress was negatively and significantly related to job satisfaction (β = −0.335; t = 7.661; p < 0.001). Work-life balance was negatively associated with job stress (β = −0.152; t = 2.733; p = 0.003), as was social support (β = −0.318; t = 7.022; p < 0.001). Furthermore, job stress significantly mediated the relationship between work-life balance and job satisfaction (β = 0.051; t = 2.449; p = 0.007) and between social support and job satisfaction (β = 0.107; t = 5.825; p < 0.001). These findings highlight the interconnected roles of work-life balance, social support, and job stress in shaping PAUD teachers’ job satisfaction.
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