<![CDATA[The pressure to adapt to technology in schools is not just a matter of technical skills; it also carries a psychosocial burden that affects educators’ mental health. This study aims to map the demographic profiles and levels of emotional intelligence among public junior high school teachers in Jombang Regency in the era of digital schooling. This study employed a descriptive quantitative cross-sectional design involving 138 civil servant teachers at six schools, namely State Junior High Schools 1 through 6 in Jombang. The sample was selected using simple random sampling. Field data were collected using a questionnaire on individual characteristics and the standardized TEIQue-SF questionnaire, then analyzed using univariate analysis. Results: The teachers’ profile showed a balanced age distribution between the <55 years (51.45%) and ≥55 years (48.55%) groups. The majority of respondents were senior teachers with more than 10 years of service (87.68%). Psychological evaluation showed that all teachers (100%) fell into the high (54.35%) and moderate (45.65%) categories of emotional intelligence, with no teachers in the low category. Age and work experience serve as mental resources and natural coping mechanisms for teachers to protect themselves from digital stress (technostress). As a recommendation for occupational safety and health (OSH), the Department of Education needs to develop a workplace mental health promotion program to prevent burnout.]]>
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