The Influence of Financial Management Transparency, Professional Development, and Academic Supervision on Teacher Job Satisfaction in Public Elementary Schools

Abstract

This study aims to examine the influence of financial management transparency, professional development, and academic supervision on teacher job satisfaction in public elementary schools in Gunungpati District, Semarang City. The research population consisted of all 161 public elementary school teachers in the district, comprising both civil servant and non-civil servant teachers. A total sample of 113 respondents was selected using proportional random sampling based on the Slovin formula with a 5% margin of error. Data were primarily collected through a structured Likert-scale questionnaire, developed from validated theoretical constructs and tested for reliability (Cronbach’s Alpha > 0.70). The study also used secondary data from school documents, government regulations, and reports from the Semarang City Education Office. This research employed a quantitative approach with a survey method and applied both simple and multiple linear regression analyses using SPSS software. The results revealed that: (1) financial management transparency significantly affects teacher job satisfaction (t = 19.327 > 1.975, Sig = 0.000, contribution = 70.1%, r = 0.836); (2) professional development has a significant effect (t = 19.491 > 1.975, Sig = 0.000, contribution = 70.5%, r = 0.840); (3) academic supervision significantly influences satisfaction (t = 20.850 > 1.975, Sig = 0.000, contribution = 73.2%, r = 0.856); and (4) all three variables jointly influence teacher job satisfaction significantly (F = 229.449 > 2.66, Sig = 0.000, joint contribution = 81.4%, r = 0.902). These findings confirm that transparency, development, and supervision are key predictors of teacher job satisfaction, and the study recommends that school leaders enhance these managerial aspects to foster a more satisfied teaching workforce.