Pengembangan Karir sebagai Determinan Utama Kepuasan Kerja Guru di Lingkungan Yayasan Al-Mashum Mardiyah di Kabupaten Cianjur

Abstract

Introduction: Education quality in private institutions is fundamentally driven by teacher performance, which is inextricably linked to job satisfaction. This study explores how internal organizational dynamics shape the professional contentment of educators within a foundation-based educational setting. Background Problems: Despite their critical role, teachers in private foundations often face stagnant work environments and unclear professional trajectories; thus, this study aims to analyze how organizational culture and career development simultaneously and partially influence teacher job satisfaction. Novelty: While previous research has extensively covered corporate sectors, this study offers a unique perspective by examining a hybrid educational institution that integrates national curricula with traditional religious values, a context where the tension between "vocational calling" and "professional career needs" remains under-researched. Research Methods: A quantitative approach was employed using a census sampling technique (saturated sampling) involving 80 teachers at the Al-Mashum Mardiyah Foundation. Data were collected via structured questionnaires and analyzed using multiple linear regression analysis to test the hypothesized causal relationships. Findings/Results: The results demonstrate that both variables significantly impact satisfaction, with career development emerging as the most dominant predictor (43.3%) compared to organizational culture (24.1%). This indicates that professional growth opportunities are more valued than cultural norms in driving educator satisfaction. Conclusion: This study concludes that structural career paths are vital for maintaining teacher loyalty in private institutions. The implications suggest that school foundations must transition from traditional top-down management to a transparent, merit-based career system to ensure institutional sustainability and educational quality.