Putranto Anugrah, Heru Sulistyo

Career Development and Competence Towards Increasing Job Satisfaction With the Mediation of Organizational Commitment in Banyumanik District

Introduction

Career development and competence towards increasing job satisfaction with the mediation of organizational commitment in banyumanik district. Examine how career development, competence, and organizational commitment significantly impact elementary school teachers' job satisfaction in Banyumanik District, Semarang City. Quantitative research findings.

Abstract

Because it affects teaching quality, teacher performance, and eventually the overall quality of education, teacher job satisfaction in schools is very important. Teachers that are happy tend to be more driven, effective, and capable of fostering a supportive learning environment for their pupils. The purpose of this research is to partly and concurrently examine the effects of competence, career growth, and normative commitment on elementary school teachers' work satisfaction in the Ayodya cluster in the Banyumanik district of Semarang City. Using a saturation sampling strategy, the study's sample consisted of all 88 instructors in the Ayodya cluster. A survey-based quantitative research methodology was used. A questionnaire with a Likert scale of 1–5 was used to gather the data. Using SPSS 23, data analysis methods included multiple regression, t-tests, F-tests, and classical assumptions. According to the study's findings, work satisfaction is highly influenced by competence, career advancement, and normative commitment, in that order. At the same time, primary school teachers' work satisfaction in Banyumanik, Semarang City's Ayodya cluster is greatly influenced by career growth, competence, and normative commitment.

Review

This study addresses a highly relevant topic concerning teacher job satisfaction, an area demonstrably linked to teaching quality and overall educational outcomes. The researchers set out to investigate the influence of competence, career growth, and normative commitment on elementary school teachers' job satisfaction within a specific geographical cluster in Semarang City. The premise that contented teachers are more effective and capable of fostering a positive learning environment provides a strong foundational motivation for this research, making its findings potentially valuable for educational administrators and policymakers. Methodologically, the study employs a quantitative, survey-based approach, utilizing a saturation sampling strategy to include all 88 elementary school teachers in the Ayodya cluster. Data collection was performed using a Likert scale questionnaire, and analyses involved multiple regression, t-tests, F-tests, and classical assumption tests via SPSS 23. The abstract reports that competence, career advancement, and normative commitment significantly influence job satisfaction, both partially and concurrently. However, a significant point of confusion arises from the title, which explicitly states "With the Mediation of Organizational Commitment," yet the abstract’s purpose and findings exclusively describe direct effects of competence, career growth, and normative commitment, without any mention of a mediation analysis or results. This discrepancy between the proposed mediating role in the title and the direct effects reported in the abstract needs clarification. While the study's focus on a specific, fully sampled cluster lends internal validity to its findings for that group, the generalizability to broader populations of teachers might be limited. The explicit findings regarding the strong influence of competence, career advancement, and normative commitment on job satisfaction offer clear insights for school leadership seeking to improve teacher morale and retention. Future research would benefit from directly addressing the proposed mediation model, perhaps by clarifying which specific dimensions of organizational commitment were intended to mediate and by presenting the mediation analysis results. Additionally, exploring qualitative perspectives could enrich the understanding of *how* these factors interact to shape teacher job satisfaction, providing a more holistic view of the complex dynamics at play.

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