The Relationship Between Teacher Autonomy and Mental Health: The Mediating Role of Teaching Efficacy and Job Satisfaction

Teacher mental health has become a critical concern since the COVID-19 pandemic due to increased workload and digitalization pressures. This study aims to examine the relationship between teacher autonomy and mental health by considering the chain-mediating role of teaching efficacy and job satisfaction. The study employs the Job Demands-Resources (JD-R) Model framework, which positions autonomy as a job resource that can protect teachers' mental well-being. The research is conducted on 49 teachers from elementary to senior high school levels at IT At-Taufiq Al Islamy Islamic School in Tasikmalaya City using a quantitative approach with survey method. Data are collected through online questionnaires using a five-point Likert scale and analyzed using Structural Equation Modeling-Partial Least Square (SEM-PLS). The proposed hypotheses include the direct effect of autonomy on mental health, as well as indirect effects through single mediation (teaching efficacy or job satisfaction) and chain mediation (teaching efficacy and job satisfaction sequentially). The research findings are expected to provide empirical evidence regarding the psychological mechanisms linking teachers' professional freedom with their mental well-being, as well as practical recommendations for schools and policymakers in designing interventions to improve teacher mental health and retention.