<![CDATA[General Background: Educator psychological wellness remains critical for maintaining professional responsibilities and instructional quality in educational settings. Specific Background: Elementary school teachers frequently encounter substantial job demands and professional expectations that generate work stress. Knowledge Gap: Prior literature predominantly assumes a uniform negative connection between occupational stress and psychological well-being, overlooking unique school organizational systems involving dual-teacher classrooms. Aims: This study aims to examine the association between work stress and psychological well-being among elementary school teachers at SDIT Multazam Pamekasan. Results: Statistical analysis reveals a significant positive correlation (r=0.505,p=0.012r = 0.505, p = 0.012r=0.505,p=0.012), demonstrating that higher occupational stress scores relate to elevated psychological well-being levels supported by adaptive coping mechanisms and collaborative environments. Novelty: This research provides qualitative and quantitative integration concerning Islamic integrated primary schools featuring a dual-teacher classroom model where occupational pressure functions as eustress. Implications: Educational institutions can leverage structured organizational support and collaborative teaching frameworks to foster positive psychological adaptation amidst professional demands. Key Findings Highlights Occupational stress correlates positively with psychological well-being among primary educators under specific supportive conditions. Dual-teacher classroom structures and collaborative environments enable teachers to manage professional demands adaptively. Qualitative findings indicate that occupational pressure functions as eustress rather than distress through positive cognitive appraisal. Keywords Work stress, Psychological well-being, Elementary teacher, Mixed methods, Eustress]]>
