TEACHER’S JOB SATISFACTION: A LESSON LEARNED FROM INTEGRATED ISLAMIC PRIMARY SCHOOL CONTEXT IN INDONESIA

Abstract

This study investigates teacher job satisfaction within the context of Integrated Islamic Primary Schools in Indonesia, offering insights into factors influencing educators' professional fulfillment. Utilizing a qualitative descriptive approach, the research explores the interplay of organizational culture, leadership style, work environment, and Islamic values in shaping teachers' job satisfaction. Findings reveal that alignment with Islamic principles fosters a sense of purpose, while supportive leadership and collaborative environments enhance morale and productivity. Challenges such as workload and resource limitations are mitigated by the integration of spiritual and professional development. The study underscores the importance of a values-driven educational framework and its role in sustaining teacher satisfaction. Recommendations for fostering teacher well-being in similar contexts are also provided, highlighting strategies to balance professional demands with spiritual and emotional fulfillment. This research contributes to understanding the dynamics of job satisfaction in faith-based educational settings and offers valuable lessons for broader educational practices.