LEADERSHIP AND ORGANIZATIONAL PREDICTORS OF JOB SATISFACTION AMONG MALE PRESCHOOL TEACHERS IN MALAYSIA: AN SCCT-BASED SEM STUDY

Abstract

The underrepresentation of male teachers in early childhood education (ECE) persists globally and is particularly pronounced in Malaysia, where systemic gender norms, role ambiguity, and institutional barriers affect their professional engagement and well-being. Guided by Social Cognitive Career Theory (SCCT), this study investigates the psychosocial determinants of job satisfaction among male preschool teachers, focusing on four key constructs: positive affect, self-efficacy, school support, and gender-related barriers. A cross-sectional survey was conducted with 300 male preschool teachers using stratified and clustered sampling across five Malaysian regions. Structural Equation Modelling (SEM) was applied to test the hypothesized relationships among variables. The measurement model demonstrated robust construct validity (CFI = 0.974, TLI = 0.970, RMSEA = 0.044), and the structural model explained 68% of the variance in job satisfaction (R² = 0.68). Results revealed that positive affect (β = 0.212, p < 0.001), self-efficacy (β = 0.531, p < 0.001), and gender barriers (β = –0.251, p < 0.001) were significant predictors of job satisfaction, while school support was not (β = 0.036, p = 0.430). These findings affirm the theoretical applicability of SCCT in non-traditional educational contexts and highlight the importance of emotional resilience and psychological agency in sustaining male educators' career satisfaction. Implications are discussed for policy, practice, and future research aimed at fostering inclusive, gender-responsive educational environments.