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All Journal Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research
Tria Marini
STIT Syekh Burhanuddin Pariaman
Education

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Teacher Burnout as a Barrier to Social-Emotional Support in Early Childhood Education: A Case Study Fitri Fitri; Tria Marini; Mar'atus Sholihah; Desmawati Roza
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16885

Abstract

Burnout among early childhood education (ECE) teachers significantly affects teacher-child interactions and the quality of social-emotional support. This study aimed to examine how teacher burnout functions as a barrier to the provision of social-emotional support in early childhood education by identifying its forms, underlying causes, and consequences for teacher-child interactions. This qualitative case study explores the forms, triggers, and consequences of burnout among eight purposively selected ECE teachers in Rao Selatan District, Pasaman Regency, Indonesia. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis involving coding, categorization, and theme development. Trustworthiness was strengthened through source triangulation, member checking, and peer debriefing. Findings revealed four key barriers: diminished relational sensitivity, psychological disengagement, helplessness in managing dual roles, and parental pressure arising from unrealistic academic expectations. These barriers collectively weakened teachers’ ability to provide effective social-emotional support. The study highlights the importance of systemic interventions, including administrative reform, teacher mental health support, and contextual professional development programs to improve teacher well-being and educational quality.
Persepsi Orang Tua tentang Kesiapan Anak Memasuki Sekolah Dasar dalam Teori Kognitif Vygotsky Tria Marini; Fitri Fitri; Lidia Nusir; Misbah Laila
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16483

Abstract

Perceptions of readiness for elementary school are parents' views, understanding, and assessments of their children's abilities, such as cognitive, social-emotional, language, motor, and independence aspects. The purpose of this study is to explore parents' perceptions of their children's readiness for elementary school, focusing on the differences in perceptions between fathers and mothers in one family and exploring the cognitive abilities of children. This study uses a case study approach, with the research subject being the parents of an 8-year-old boy with the initials RD. Data was collected through in-depth interviews, observation, and documentation. The results show that there are differences in perception between RD's father and mother regarding the child's readiness to enter elementary school. These differences in perception are influenced by three factors, namely (1) each parent's understanding of the concept of school readiness, (2) their personal experiences in undergoing education in the past, and (3) their expectations for RD's future education. The findings of this study are that parents' perceptions of their children's readiness to enter elementary school are subjective and influenced by internal and social factors, and that open communication and collaboration between parents in making decisions about their children's education are important. RD is a gifted child with academic abilities above the average of his peers. RD's discomfort and demotivation in elementary school arose because his learning needs as a gifted child were not optimally met in a regular school environment.
Co-Authors Desmawati Roza Fitri Fitri Fitri Lidia Nusir Mar'atus Sholihah Misbah Laila