A Job Satisfaction as an Intervening Variable Between Organizational Culture, Workload, and Job Stress Among Preschool Teachers Evidence from TK ABA Teachers in Ponorogo Regency, Indonesia

Abstract

PAUD/TK ABA teachers in Ponorogo Regency face complex responsibilities that extend beyond classroom instruction to include administrative duties, monitoring children's development, communication with parents, and participation in institutional and Aisyiyah organizational activities. These responsibilities may increase work stress when they are not supported by a positive organizational culture and appropriate workload management. This study aimed to analyze the effects of organizational culture and workload on the work stress of PAUD/TK ABA teachers in Ponorogo Regency, with job satisfaction serving as an intervening variable.
This study employed a quantitative approach using an explanatory research design. The respondents consisted of 133 PAUD/TK ABA teachers in Ponorogo Regency. Data were collected using a four-point Likert-scale questionnaire and analyzed through Partial Least Squares–Structural Equation Modeling (PLS-SEM) using SmartPLS software.  The findings indicate that organizational culture has a significant negative effect on work stress and a significant positive effect on job satisfaction. In contrast, workload has a significant positive effect on work stress and a significant negative effect on job satisfaction. Job satisfaction also has a significant negative effect on work stress. Organizational culture was the strongest factor in improving job satisfaction (β = 0.604), whereas workload was the strongest factor in increasing work stress (β = 0.401). Furthermore, job satisfaction partially mediates the relationships between organizational culture and work stress as well as between workload and work stress. In conclusion, a supportive organizational culture and proportional workload management can enhance teachers' job satisfaction while reducing their work stress. Therefore, educational institutions should strengthen organizational culture, implement a fair workload distribution, and improve teachers' job satisfaction to support teacher well-being and enhance the quality of early childhood education services.