ABSTRACT
Early childhood education is an investment because, at that age, around 50 percent of intelligence is developed. PAUD is known as early childhood education in Indonesia. Depok is a city that borders directly with the capital city of Indonesia and currently facing various urban problems, especially in education. Teachers as educators are important for the PAUD education system to work. The teachers should be highly qualified in teaching, and have abundant knowledge of child development and the PAUD education system. It can be seen from the level of teaching efficacy and job satisfaction of teachers. Variables that can increase job satisfaction are school climate, social-emotional learning (SEL), and proactive personality mediated by teaching efficacy. This research aims at examining the influence of school climate, SEL, and proactive personality on job satisfaction mediated by teaching efficacy. This research employed a quantitative research method with a questionnaire to collect data. The sample was 222 PAUD teachers in Depok. The structural equation model is used to prove the stated hypotheses. The result showed that the school climate and proactive personality had a direct effect on job satisfaction and teaching efficacy mediated effect on job satisfaction. There was no mediating and direct effect between SEL and job satisfaction.
