Download fulltext HTML
Rangkuti, A. A., Gazadinda, R., & Rustyawati, R. (2024). Work Stress and Psychological Well-being of High School Teachers in Indonesia. KnE Social Sciences, 9(9), 1–7. https://doi.org/10.18502/kss.v9i9.15635

https://doi.org/10.18502/kss.v9i9.15635

statistics

  • 123 Abstract Views
  • 59 PDF Views
  • 0 HTML Views

authors

  • Anna A. Rangkuti

    Anna A. Rangkuti

    Faculty of Educational Psychology, Universitas Negeri Jakarta, Indonesia
  • Rahmadianty Gazadinda

    Rahmadianty Gazadinda

    Faculty of Educational Psychology, Universitas Negeri Jakarta, Indonesia
  • Reny Rustyawati

    Reny Rustyawati

    Faculty of Educational Psychology, Universitas Negeri Jakarta, Indonesia

Published Date

  • Mar 15, 2024

Work Stress and Psychological Well-being of High School Teachers in Indonesia

KnE Social Sciences / International Conference on Culture, Arts, Languages, Literature, and Education (I-CALLED) / Pages 1–7

Abstract

The role of teachers was crucial to ensure students’ academic success. Teachers were responsible for facilitating learning, offering guidance, providing emotional support, and acting as parental figures for some students. However, these responsibilities might lead to significant work stress, which can negatively impact teachers’ psychological well-being. To investigate this issue, a quantitative survey was conducted, which utilized the PERMA-Profiler adaptation instrument and the School Teacher Job Stressor Scale adaptation instrument. The survey included 758 participants, comprising male (286) and female (472) secondary school teachers from 33 provinces across Indonesia. The results of the linear regression analysis showed that work stress negatively impacts the psychological well-being of teachers (F = 314.9, p < 0.05, and R2 =0.239).


Keywords: psychological well-being, work, stress, teachers, Indonesia

References
[1] Leighton JP, Seitz P, Chu MW, Gomez MCB. Operationalizing the role of trust for student wellbeing, learning and achievement. Int J Wellbeing. 2016;6(2):57-79. doi:10.5502/ijw.v6i2.467.

[2] Castro AJ, Kelly J, Shih M. Resilience strategies for new teachers in high-needs areas. Teach Teach Educ. 2010;26(3):622-629. doi:10.1016/j.tate.2009.09.010.

[3] MacIntyre PD, Ross J, Talbot K, Mercer S, Gregersen T, Banga CA. Stressors, personality and wellbeing among language teachers. System. 2019;82:26-38. doi:10.1016/j.system.2019.02.013.

[4] Huppert FA. Psychological Well-being: Evidence Regarding its Causes and Consequences. Appl Psychol Health Well-Being. 2009;1(2):137-164. doi:10.1111/j.1758- 0854.2009.01008.x.

[5] Rosdialena R, Trinova Z, Dewita E, Deswila N, Maiseptian F. Investigating Students’ Academic Stress on the Transition to Online Learning During the Covid-19 Pandemic. Al-Ta’lim J. 2021;28(3):204-212. doi:10.15548/jt.v28i3.676.

[6] Barseli M, Ifdil I, Nikmarijal N. Konsep Stres Akademik Siswa. J Konseling dan Pendidik. 2017;5(3):143-148. doi:10.29210/119800.

[7] Urbina-Garcia A. What do we know about university academics’ mental health? A systematic literature review. Stress Heal. 2020;36(5):563-585. doi:10.1002/smi.2956.

[8] Jeon L, Buettner CK, Grant AA. Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion. Early Educ Dev. 2018;29(1):53-69. doi:10.1080/10409289.2017.1341806.

[9] Reichl C, Wach F, Spinath FM, Brünken R, Karbach J. Burnout risk among firstyear teacher students: The roles of personality and motivation. J Vocat Behav. 2014;85(1):85-92. doi:10.1016/j.jvb.2014.05.002.

[10] Shen B, Mccaughtry N, Martin J, Garn A, Kulik N, Fahlman M. The relationship between teacher burnout and student motivation. 2015:519-532. doi:10.1111/bjep.12089.

[11] Salimzadeh R, Saroyan A, Hall NC. Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research. Int Educ Res. 2017;5(1):13-44. doi:10.12735/ier.v5n1p13.

[12] Butler J, Kern ML. The PERMA-Profiler: A brief multidimensional measure of flourishing. Int J Wellbeing. 2016;6(3):1-48. doi:10.5502/ijw.v6i3.526.

[13] Naono-Nagatomo K, et al. Development of the School Teachers Job Stressor Scale (STJSS). Neuropsychopharmacol Reports. 2019;39(3):164-172. doi:10.1002/npr2.12065.

[14] Kyriacou C. Teacher Stress Directions for future research. Educ Rev. 2001;53(1):27-35. doi:10.1080/0013191012003362.

[15] Skaalvik EM, Skaalvik S. Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. J Educ Psychol. 2007;99(3):611-625. doi:10.1037/0022-0663.99.3.611.

[16] Burke RJ, Greenglass ER, Schwarzer R. Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress Coping. 1996;9(3):261-275. doi:10.1080/10615809608249406.

[17] Salimzadeh R, Hall NC, Saroyan A. Examining Academics’ Strategies for Coping With Stress and Emotions: A Review of Research. Front Educ. 2021;6(September):1- 15. doi:10.3389/feduc.2021.660676.