The mediating role of self-efficacy and the moderating impact of organizational climate: a case study for improving teacher well-being through leadership and meaningful work
Objective: This study aims to analyze the influence of leadership and meaningful work on teacher well-being and examine the role of teacher self-efficacy as a mediator and organizational climate support as a moderator. Methodology: This study used a quantitative research approach with an explorat...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
FEADEF
2025-02-01
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| Series: | Retos: Nuevas Tendencias en Educación Física, Deportes y Recreación |
| Subjects: | |
| Online Access: | https://recyt.fecyt.es/index.php/retos/article/view/110898 |
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| Summary: | Objective: This study aims to analyze the influence of leadership and meaningful work on teacher well-being and examine the role of teacher self-efficacy as a mediator and organizational climate support as a moderator.
Methodology: This study used a quantitative research approach with an exploratory design. The subject was 210 teachers taken from six residencies in Central Java using random cluster sampling techniques. Data were analyzed using the Structural Equation Modeling technique based on variance, namely Partial Least Square.
Results: The results of this study reveal several significant findings. First, teacher-leaders, teacher-meaningful work, and self-efficacy positively and significantly influence honorary teachers’ well-being. Second, teacher-leaders and teachers’ meaningful work positively and substantially influences self-efficacy. Third, teacher-leaders and teachers’ meaningful work positively and significantly influence honorary teachers’ well-being through teacher self-efficacy. Fourth, the supportive organization climate does not mediate teacher-leader and teacher-meaningful work on honorary teacher well-being.
Discussion: The discussion are: First, the change in teacher-leader, teacher-meaningful work, and self-efficacy is directly proportional to honorary teachers’ well-being. Second, the change in teacher-leader and teacher-meaningful work is directly proportional to the self-efficacy of honorary teachers. Third, increasing teacher-leader and teacher-meaningful work will be more effective in improving teachers’ well-being if they strengthen teachers’ self-efficacy. Fourth, interventions or changes designed to enhance teacher leadership will have the same effect on teacher well-being regardless of the variation of the supportive organizational climate.
Conclusions: The implication is that no single variable determines the well-being of honorary teachers without involving other variables as a practical, non-financial approach.
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| ISSN: | 1579-1726 1988-2041 |