Psychological Well-Being, Organizational Climate, and Teacher Organizational Commitment in Boarding Schools: The Mediating Role of Work Motivation

Linda Umamah; Suhendra Suhendra; Lina Novita

doi:10.58421/gehu.v5i4.1870

DOI:

https://doi.org/10.58421/gehu.v5i4.1870

Authors

Linda Umamah Universitas Pakuan, Bogor
Suhendra Suhendra Universitas Pakuan, Bogor
Lina Novita Universitas Pakuan, Bogor

Keywords:

Boarding School Teachers, Organizational Climate, Organizational Commitment, PLS-SEM, Psychological Well-Being, Work Motivation

Abstract

This study examined the effects of psychological well-being and organizational climate on organizational commitment among boarding school teachers, with work motivation as an intervening variable, in Gunung Putri and Cileungsi, Bogor Regency, Indonesia. Using a quantitative causal survey design, the study collected data via Likert-scale questionnaires from 112 teachers across six boarding schools, selected through total sampling (census). Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. Results showed that psychological well-being and organizational climate jointly explained 80.0% of the variance in work motivation, while psychological well-being, organizational climate, and work motivation together explained 61.2% of the variance in organizational commitment. All five direct effects were significant: psychological well-being and organizational climate positively predicted work motivation, and psychological well-being, organizational climate, and work motivation positively predicted organizational commitment, with organizational climate showing the strongest direct effect. Work motivation significantly mediated the relationship between psychological well-being and organizational commitment, but did not significantly mediate the relationship between organizational climate and organizational commitment. These findings suggest that strengthening organizational climate and supporting teachers’ psychological well-being are both critical, though partly distinct, pathways for building sustained teacher commitment in high-demand boarding school settings.

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