Self-Esteem, Organizational Communication, and Teachers’ Performance: The Mediating Effect of Job Satisfaction
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Abstract
This study examines the direct and indirect effects of self-esteem and organizational communication on teacher performance. A cross-sectional survey of 92 Madrasah teachers measured teacher performance, job satisfaction, self-esteem, and organizational communication. Structural Equation Modeling (SEM) PLS analysis revealed that self-esteem and organizational communication directly impact teacher performance, with job satisfaction mediating these relationships. These findings highlight the importance of addressing teacher self-esteem, organizational communication, and job satisfaction to improve teacher performance. Policymakers and school leaders should consider these factors in developing interventions, including in-job and off-job training, and reviewing teacher education curricula to enhance pedagogical, personal, social, and professional competencies.
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References
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