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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Cakrawala Pendas
Dinar Fitriani Putri Fatima
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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THE RELATIONSHIP BETWEEN SELF-EFFICACY AND PSYCHOLOGICAL WELL-BEING AMONG ELEMENTARY SCHOOL TEACHERS Dinar Fitriani Putri Fatima; Riza Noviana Khoirunnisa
Jurnal Cakrawala Pendas Vol. 12 No. 4 (2026): October
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/d16j3g43

Abstract

Teachers’ instructional responsibilities, classroom challenges, and interpersonal interactions create professional demands that make psychological well-being relevant to their work. Teacher self-efficacy, or beliefs about the ability to perform teaching tasks and manage these demands, may be associated with well-being. This study examined that relationship among elementary school teachers using a quantitative correlational design. Purposive sampling recruited 145 teachers from 12 public elementary schools in Kecamatan X, Surabaya, Indonesia. Participants completed the Indonesian Teachers’ Sense of Efficacy Scale and a 23-item psychological well-being measure based on Ryff’s six-dimensional framework. Spearman’s rho analysis identified a positive and significant association (ρ = .389, p < .001, 95% CI [0.234, 0.529]). Teachers reporting stronger efficacy beliefs tended to report better psychological well-being. The findings suggest that teacher self-efficacy is one psychological resource related to well-being in the handling of professional demands.
STRATEGI MANAJEMEN KERJA DALAM MENGATASI STRESS KERJA PADA GURU SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Dinar Fitriani Putri Fatima; Ni Wayan Sukmawati Puspitadewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 4 (2026): Volume 12 No. 4, Desember 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i4.19535

Abstract

Work stress among elementary school teachers is an important issue because high job demands, administrative responsibilities, and changes in educational systems may affect teachers’ psychological well-being and professional performance. This study aims to identify and synthesize factors contributing to work stress, its impacts, and strategies for managing work stress among elementary school teachers. This research employed a Systematic Literature Review (SLR) method following the PRISMA 2020 framework. Literature searches were conducted through Google Scholar using the keywords “work stress”, “elementary school teachers”, and “stress management” with Boolean operator AND. The literature selection was limited to scientific articles published between 2021 and 2026. From 167 identified articles, the screening and eligibility process resulted in 20 articles that met the inclusion criteria and were analyzed. The findings indicate that work stress among elementary school teachers is primarily influenced by workload, administrative demands, additional responsibilities, educational policy changes, and work environment conditions. Work stress was also found to be associated with teachers’ performance, productivity, and psychological well-being. The reviewed studies identified several stress management strategies, including individual strategies such as coping stress, self-care, time management, and adaptation, as well as organizational strategies through school support, positive work environments, education, and stress management training. These findings highlight the importance of implementing comprehensive stress management approaches involving both individual and organizational aspects to maintain teachers’ well-being and professional performance.
Co-Authors Ni Wayan Sukmawati Puspitadewi Riza Noviana Khoirunnisa