<![CDATA[Teacher subjective well-being is a critical foundation for instructional quality, professional commitment, and the sustainability of early childhood education services. However, empirical evidence on the subjective well-being of kindergarten teachers in Indonesia remains limited, particularly regarding the balance between personal resources and organizational support. This study aimed to describe the level of subjective well-being among kindergarten teachers in South Jakarta based on the dimensions of school connectedness and teaching efficacy. A quantitative descriptive approach with a cross-sectional survey design was employed. The participants were 306 kindergarten teachers selected through purposive sampling. Data were collected using the Teacher Subjective Well-Being Questionnaire and analyzed using descriptive statistics, including mean, standard deviation, frequency, and percentage. The results showed that teachers’ overall subjective well-being was in the high category, with a mean of 3.80 and a standard deviation of 0.46. Teaching efficacy obtained a higher score, with a mean of 3.89 and a standard deviation of 0.49, than school connectedness, which obtained a mean of 3.71 and a standard deviation of 0.54. Based on the category distribution, 52.6% of teachers were in the moderate category, 30.1% were in the high category, and 17.3% were in the low category. These findings indicate that teacher well-being is more strongly supported by confidence in teaching competence than by perceived connectedness to the school environment. Therefore, efforts to enhance teacher well-being should adopt an integrated approach that not only strengthens professional efficacy but also promotes supportive leadership, collaborative school cultures, open communication, and recognition of teachers’ contributions. Such an approach is essential for sustaining the quality of early childhood education.]]>
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