The Effects of Proactive Personality, Work–Life Balance, And Perceived Organizational Support On Teachers’ Adaptive Performance: The Mediating Role of Role Breadth Self-Efficacy and Job Satisfaction
DOI:
10.46729/ijstm.v7i6.1497Published:
2026-11-02Downloads
Abstract
This study examines the effects of Proactive Personality, Work-Life Balance (WLB), and Perceived Organizational Support (POS) on teachers’ Adaptive Performance by investigating the mediating roles of Role Breadth Self-Efficacy (RBSE) and Job Satisfaction. A quantitative approach based on the positivist paradigm was employed. Data were collected from 262 senior high school and vocational high school teachers in Tangerang Regency using purposive sampling and a validated questionnaire. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The findings indicate that Proactive Personality, Work-Life Balance, and Perceived Organizational Support have positive and significant effects on Role Breadth Self-Efficacy and Job Satisfaction. Furthermore, Role Breadth Self-Efficacy and Job Satisfaction significantly enhance teachers’ Adaptive Performance, supporting the proposed structural model. The study highlights the importance of integrating individual characteristics, work-life balance, and organizational support in strengthening teachers’ adaptability to changing work demands. These findings contribute to the human resource management literature in the education sector by providing empirical evidence on the mechanisms through which psychological and organizational factors improve Adaptive Performance.
Keywords:
Adaptive Performance; Proactive Personality; Work-Life Balance; Perceived Organizational Support; Role Breadth Self-Efficacy and Job Satisfaction.References
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