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All Journal Horizon: Indonesian Journal of Multidisciplinary
Sadli, Muhammad Fadlan
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Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences Other

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Work Engagement dan Eudaimonic Workplace Well-Being pada Guru SMA Sadli, Muhammad Fadlan; Rahmi, Tuti
HORIZON: Indonesian Journal of Multidisciplinary Vol. 4 No. 3 (2026): HORIZON: Indonesian Journal of Multidisciplinary (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/hijm.v4i3.5392

Abstract

This study aims to analyse the relationship between work engagement and eudaimonic workplace well-being among secondary school teachers, emphasising the importance of work engagement as a source of psychological well-being based on meaning and self-actualisation within the school environment. The study employs a quantitative approach with a correlational design. The research sample comprised 45 secondary school teachers selected using total sampling. Data were collected using scales measuring work engagement and eudaimonic workplace well-being, and were analysed using Pearson’s Product-Moment correlation test with the aid of SPSS version 26. The results of the analysis indicate a strong and significant positive relationship between work engagement and eudaimonic workplace well-being (r = 0.661; p = 0.000). These findings suggest that teachers with high levels of work engagement tend to have better workplace well-being, particularly in terms of the meaning of work, personal growth, and a sense of making a positive contribution in the workplace. This study makes an empirical contribution by strengthening the evidence that increased work engagement is a key factor in the development of eudaimonic-based teacher well-being, and can serve as a basis for the formulation of policies and human resource management interventions in the field of education.
Co-Authors Tuti Rahmi