Teacher’s perception of school climate and social-emotional learning, job satisfaction, teaching efficacy, and stress among teachers in special schools for the mentally disabled

The focus of this study was to investigate whether teachers’ perception of school climate and perception of Social-Emotional Learning (SEL) correlated with their job satisfaction, teaching efficacy, and sense of stress. The samples included 99 teachers from five schools that provide special education for mentally disabled children (SLB C/C1) in Jakarta, Indonesia. Participants completed a self-report questionnaire about job satisfaction, teaching efficacy, teachers’ stress, perception of school climate, and perception of SEL. Pearson correlation coefficient was used to examine the relationships among the variables. The results showed significant correlations between pairs of variables. Teachers’ perceptions of school climate and SEL significantly predicted job satisfaction, teaching efficacy, and stress among teachers in special schools for the mentally disabled.