<![CDATA[Special education teachers fulfill two primary roles: pedagogical and non-pedagogical. Pedagogical roles encompass teaching activities, providing task instructions, developing Individualized Education Programs (IEPs), conducting assessments, and managing student behavior. Issues contributing to excessive workloads include having new tasks assigned before current ones are completed, overlapping deadlines, limited human resources causing tasks to accumulate on a single teacher, and inadequate facilities and infrastructure. This study aims to analyze the workload levels of Special School (SLB) teachers, examine the relationship between workload and subjective well-being among these teachers, and assess their subjective well-being levels. A quantitative, correlational research design was employed. The study was conducted in Malang City, Malang Regency, and Batu City, involving 110 respondents. Data were collected via surveys. Descriptive analysis revealed that the majority of SLB teachers experienced a moderate workload (34.5%), followed by a high workload (26.4%). Regarding subjective well-being, the majority of teachers fell into the moderate category (41.8%), while 29.1% fell into the low category. The Pearson Product-Moment correlation test yielded a coefficient of r = 0.609, indicating a strong relationship between workload and the subjective well-being of SLB teachers.]]>
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