Psychosocial Correlates of Psychological Well-Being among Non-Qualified Early Childhood Education Teachers

Nabila Rizki Utami (Universitas Negeri Semarang)
Nabila Rizki Utami
Ali Formen (Universitas Negeri Semarang)

Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Vol. 7 No. 4 (2027)

Psychological Well-Being is an important aspect of teachers' professional and personal functioning, particularly for non-qualified Early Childhood Education (ECE) teachers who may face professional and academic qualification challenges. Social Support, Professional Self-Esteem, and Sense of Belonging are considered important psychological and interpersonal resources that may contribute to teachers' Psychological Well-Being. This study aimed to examine the role of Social Support, Professional Self-Esteem, and Sense of Belonging in predicting Psychological Well-Being among non-qualified ECE teachers. This study employed a quantitative explanatory research design involving 268 non-qualified ECE teachers in Temanggung Regency, Central Java, Indonesia. Participants were selected using proportionate stratified random sampling. Data were collected using structured questionnaires measuring Social Support, Professional Self-Esteem, Sense of Belonging, and Psychological Well-Being. The data were analyzed using descriptive statistics, Pearson's correlation analysis, and multiple linear regression. The findings showed that Social Support significantly and positively predicted Psychological Well-Being. Professional Self-Esteem also made a significant positive contribution to Psychological Well-Being. Sense of Belonging similarly demonstrated a significant positive contribution. Social Support showed the strongest contribution among the three predictors. The three variables also simultaneously contributed significantly to Psychological Well-Being, indicating that Psychological Well-Being among non-qualified ECE teachers is associated with both interpersonal and individual psychological resources. Social Support, Professional Self-Esteem, and Sense of Belonging are important predictors of Psychological Well-Being among non-qualified ECE teachers. Strengthening supportive relationships, professional confidence, and teachers' sense of acceptance and belonging within the educational environment may contribute to better Psychological Well-Being and support the professional functioning of non-qualified ECE teachers.