Abstract
This study explores the empirical effect of personality on self-efficacy, achievement motivation, and job satisfaction among teacher’s kindergarten in Indonesia. The research data was collected by a questionnaire through the survey method. The sample of this research is 165 teachers selected by accidental sampling. Data analysis uses path analysis supported by descriptive statistics. The results show that personality, self-efficacy, and achievement motivation had a significant direct effect on job satisfaction; personality and self-efficacy had a significant direct effect on achievement motivation, and personality had a significant direct effect on selfefficacy. The results of this study also showed personality had a significant indirect effect on job satisfaction mediating by self-efficacy, personality had a significant indirect effect on job satisfaction mediating by achievement motivation, personality had a significant indirect effect on achievement motivation mediating by self-efficacy, and self-efficacy had a significant indirect effect on job satisfaction mediating by achievement motivation. Thus, the teacher’s job satisfaction can be improved through personality, self-efficacy, and achievement motivation. This evidence can be discussed as a reference by researchers and education practitioners in the future.
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