Analisis Pengaruh Iklim Sekolah Teradap Kepuasan Kerja Guru melalui Metode Kajian Literatur Sistematis

Syahla Athia Farha; Siti Rahma Sari; Hasan Hariri

Analisis Pengaruh Iklim Sekolah Teradap Kepuasan Kerja Guru melalui Metode Kajian Literatur Sistematis

Syahla Athia Farha, Siti Rahma Sari, Hasan Hariri

Abstract

Abstract: This study examines the role of educational facility optimization in shaping discipline among early childhood in RA Assyifa' Balerejo Madiun using B.F. Skinner's theory of behaviorism. The approach used was a qualitative case study with data collection techniques through participatory observation, in-depth interviews, and documentation for three months. The results show that well-managed facilities, such as organized classrooms, shoe racks, and sinks, serve as environmental stimuli that support disciplined behaviors, such as neatness and adherence to rules. Positive reinforcement, such as praise from teachers, plays an important role in reinforcing these behaviors. Structured facility management, parent and student engagement, and regular evaluation, contribute to an increase in the consistency of the stimulus, leading to an increase in rule compliance from 60% to 85%, as well as the use of facilities for hygiene reaching 70%. The challenges found, such as damaged facilities and inconsistent reinforcement, point to the need for more intensive positive reinforcement and more innovative facility design. The study confirms that optimal educational facilities, supported by structured management and community involvement, can effectively foster discipline in early childhood, as well as provide practical implications for environment-based education management.
Keywords: School Climate; Teacher Job Satisfaction; Systematic Literature

Abstrak: Penelitian ini mengangkat isu-isu penting mengenai peran iklim sekolah sebagai faktor penentu dalam menciptakan lingkungan kerja yang produktif dan mendukung proses pembelajaran. Iklim sekolah yang kondusif diyakini mampu mendorong motivasi, kenyamanan, serta meningkatkan kinerja guru secara keseluruhan. Disisi lain, kepuasan kerja guru menjadi fokus utama dalam penelitian ini, karena berperan besar dalam menunjang kualitas pendidikan. Kepuasan kerja tidak hanya dipengaruhi oleh aspek material seperti gaji dan fasilitas, tetapi juga oleh faktor psikologis dan sosial, seperti hubungan interpesonal, dukungan organisasi, serta adanya apresiasi dan pengakuan terhadap kinerja guru. Peran kepala sekolah sangat penting dalam membentuk iklim sekolah yang positif, karena gaya kepemimpinan dan kebijakan yang diterapkan akan berdampak langsung pada suasana kerja guru di sekolah. Penelitian ini bertujuan untuk menganalisis pengaruh iklim sekolah teradap kepuasan kerja guru dengan menggunakan metode kajian literatur sistematis. Proses peninjauan dilakukan dengan bantuan mesin pencarian Harzing’s Publish or Perish, dari 100 artikel yang dikumpulkan, hanya 12 artikel yang dinyatakan relevan dan dimasukkan ke dalam tinjauan. Hasil kajian menunjukkan bahwa iklim sekolah memainkan peran krusial dalam membentuk kepuasan kerja guru. Iklim yang positif ditandai oleh kepemimpinan yang mendukung, hubungan yang harmonis, kolaborasi profesional, kompensasi yang memadai, serta motivasi personal secara signifikan meningkatkan kesejahteraan dan kinerja guru. Iklim sekolah tidak hanya berfungsi sebagai lingkungan yang mendukung, tetapi juga sebagai penentu utama kepuasan kerja guru dan efektivitas keseluruhan lembaga pendidikan
Kata kunci: Iklim Sekolah; Kepuasan Kerja Guru; Literatur Sistematis

Full Text:

PDF

References

Aldridge, J. M., & Fraser, B. J. (2020). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 23(1), 1–17. https://doi.org/10.1007/s10984-019-09280-3

Berkovich, I., & Eyal, O. (2021). Educational leaders and emotions: The role of climate in shaping teachers’ job satisfaction. Educational Management Administration & Leadership, 49(5), 775–793. https://doi.org/10.1177/1741143220918258

Blau, P. M. (1964). Exchange and power in social life. New York, NY: Wiley.

Borman, G. D., & Dowling, N. M. (2021). Teacher attrition and job satisfaction: The role of school climate. Educational Evaluation and Policy Analysis, 30(4), 367–392. https://doi.org/10.3102/0162373708325913

Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2019). Teacher stress and school climate. Journal of School Psychology, 73, 81–95. https://doi.org/10.1016/j.jsp.2019.03.002

Buonomo, I., Fiorilli, C., & Benevene, P. (2020). Unravelling teacher job satisfaction: The contribution of collective efficacy and emotions. International Journal of Environmental Research and Public Health, 17(3), 736. https://doi.org/10.3390/ijerph17030736

Collie, R. J. (2019). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 111(4), 689–704. https://doi.org/10.1037/edu0000334

Delgado-Galindo, P., Cuevas-González, M., & Navarro-García, J. C. (2025). School climate and academic performance including job attitudes. Sustainability, 17(14), 6497. https://doi.org/10.3390/su17146497

Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2020). Teachers’ job satisfaction and emotions: The mediating role of school climate. Teaching and Teacher Education, 89, 102993. https://doi.org/10.1016/j.tate.2019.102993

Dou, D., Devos, G., & Valcke, M. (2019). The relationships between school autonomy, school climate, and teachers’ job satisfaction. Educational Management Administration & Leadership, 47(4), 628–649. https://doi.org/10.1177/1741143218764170

Erdem, C., & Koçyiğit, M. (2025). School climate, motivation, and teacher job satisfaction in TALIS 2018: The mediating role of teacher motivation. International Journal of Educational Development, 114, 103231. https://doi.org/10.1016/j.ijedudev.2025.103231

Fang, J., & Qi, Z. (2023). The influence of school climate on teachers’ job satisfaction: The mediating role of teachers’ self-efficacy. PLOS ONE, 18(10), e0287555. https://doi.org/10.1371/journal.pone.0287555

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2020). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001

Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.

Huang, Y., Li, X., & Chen, H. (2025). Relationship between school climate, self-efficacy, and teacher job satisfaction. PLOS ONE.

Kraft, M. A., Marinell, W. H., & Yee, D. S. (2021). School organizational contexts and teacher well-being. American Educational Research Journal, 58(3), 1–37. https://doi.org/10.3102/0002831221998628

Kutyłowska, K., Sitek, M., Wągrowska, U., & Paczuska, K. (2023). School climate as a predictor of job satisfaction and occupational well-being: Evidence from TALIS 2018. International Journal of Environmental Research and Public Health, 20(Special Issue), 1–18.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Likert, R. (1961). New patterns of management. New York, NY: McGraw-Hill.

Liu, S., & Bellibas, M. S. (2021). School factors that are related to teachers’ job satisfaction and organizational commitment. International Journal of Educational Research, 107, 101739. https://doi.org/10.1016/j.ijer.2021.101739

Lavy, S. (2024). Let them shine: Associations of schools’ support for strengths use with teacher work engagement and job satisfaction. Sustainability, 16(9), 3832. https://doi.org/10.3390/su16093832

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect job satisfaction? Educational Psychology Review, 33(4), 1–24. https://doi.org/10.1007/s10648-020-09571-x

Matić, N., & Vuletić, D. (2025). School climate and sense of coherence among teachers. Education Sciences, 15(2), 208. https://doi.org/10.3390/educsci15020208

Nwoko, J. C. (2023). Factors influencing teachers’ occupational well-being and job satisfaction. International Journal of Environmental Research and Public Health, 20(12), 6070. https://doi.org/10.3390/ijerph20126070

Otrębski, W. (2022). The correlation between organizational (school) climate and teacher job satisfaction: The moderating role of educational institution type. International Journal of Environmental Research and Public Health, 19(11), 6520. https://doi.org/10.3390/ijerph19116520

Shao, Y., Jiang, W., Wang, N., Zhang, C., & Zhang, L. (2025). The impact of authentic leadership on teacher work engagement: Serial mediation of school climate and teacher efficacy. PLOS ONE, 20(5), e0320839. https://doi.org/10.1371/journal.pone.0320839

Sims, S. (2020). Teacher working conditions and job satisfaction. Oxford Review of Education, 46(6), 1–20. https://doi.org/10.1080/03054985.2020.1733518

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247

Van Droogenbroeck, F., & Spruyt, B. (2021). Do teachers have worse mental health? The role of school climate. Teaching and Teacher Education, 97, 103217. https://doi.org/10.1016/j.tate.2020.103217

Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework. OECD Education Working Papers No. 213. https://doi.org/10.1787/5e2033c1-en

Wang, H., Hall, N. C., & Rahimi, S. (2020). Self-efficacy and emotions in teaching: Effects on job satisfaction. Teaching and Teacher Education, 87, 102930. https://doi.org/10.1016/j.tate.2019.102930

Yang, Y. (2025). The effect of inclusive school climate on job burnout and teacher outcomes. Education Sciences, 15(5), 634. https://doi.org/10.3390/educsci15050634

Zhang, K. (2024). Perceived school climate support moderates teacher professional outcomes. Education Sciences, 14(12), 1283. https://doi.org/10.3390/educsci14121283

Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of STEM teachers. International Journal of STEM Education, 7, 12. https://doi.org/10.1186/s40594-020-00209-4