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"Beban kerja yang berat dapat membuat guru memiliki persepsi negatif tentang teacher well-being karena itu guru membutuhkan kemampuan resiliensi untuk tetap bertahan dengan beban kerjanya yang begitu berat sehingga dapat menjaga well-being mereka. Berdasarkan latar belakang tersebut, tujuan penelitian ini adalah menemukan hubungan antara resiliensi dan teacher well being. Diasumsikan bahwa resiliensi dapat menjadi prediktor terhadap teacher well-being. Partisipan merupakan 263 orang guru yang aktif mengajar di berbagai jenjang sekolah dengan lama mengajar dimulai dari 6 bulan hingga di atas 30 tahun. Analisis data dilakukan dengan menggunakan analisis korelasi pearson untuk melihat hubungan antarvariabel dan regresi linear sederhana untuk melihat peran resiliensi terhadap teacher well-being. Hasil penelitian dengan analisis regresi linear memperlihatkan bahwa resiliensi menjelaskan 11,1% variansi teacher well being. Penelitian ini memberikan kesadaran bahwa resiliensi pada guru dapat menjadi salah satu hal yang penting diperhatikan untuk meningkatkan teacher well-being. Berdasarkan hasil yang didapatkan, peneliti berharap dunia Pendidikan dapat memberikan intervensi terkait resiliensi untuk meningkatkan teacher well being.

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eavy workload could make teachers have negative perceptions about teacher well-being, therefore teachers need resilience to withstand the heavy workloads to maintain their well being. Based on the background, the purpose of this study is to find a relationship between resilience and teacher well-being. It is assumed that resilience can be a predictor of teacher well-being. Participants are 263 teachers who actively teach at various levels of school with teaching duration ranging from 6 months to above 30 years. Data analysis was performed using Pearson correlation analysis to see the relationship between variables and simple linear regression to see the role of resilience to teacher well-being. The results of linear regression analysis showed that resilience explained 11.1% of the teacher well-being variance. This study provides awareness that resilience to teachers can be one of the important things to consider to improve teacher well being. Based on the results obtained, researchers hope the world of education can provide interventions related to resilience to improve teacher well being."

"Penelitian ini bertujuan untuk melihat peran kesejahteraan subjektif guru dan iklim sekolah secara bersama terhadap keterlibatan guru di Sekolah Dasar. Terdapat 224 guru Sekolah Dasar di Indonesia yang mengisi Engaged Teacher Scale (ETS), Teacher Subjective Well-Being Questionnaire (TSWQ-BI), dan Revised-School Level Environment Questionnaire (R-SLEQ). Analisis regresi berganda hirarkikal menunjukkan bahwa kesejahteraan subjektif guru dan iklim sekolah terbukti memiliki peran signifikan sebesar 39,8% terhadap keterlibatan guru. Kesejahteraan subjektif guru memiliki peran yang lebih besar terhadap keterlibatan guru di Sekolah Dasar (β=0,423; p<0,001). Temuan ini menunjukkan pentingnya mempertimbangkan kesejahteraan subjektif guru dan iklim sekolah dalam upaya meningkatkan keterlibatan guru di Sekolah Dasar. Sekolah dan pemerintah dapat meningkatkan kesejahteraan guru melalui program pelatihan kompetensi untuk meningkatkan efikasi guru serta membangun iklim sekolah yang positif dan suportif untuk meningkatkan kualitas pendidikan dasar di Indonesia.

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This study aimed to examine the combined roles of teacher subjective well-being and school climate in predicting teacher engagement in elementary schools. A total of 224 elementary school teachers in Indonesia completed the Engaged Teacher Scale (ETS), Teacher Subjective Well-being Questionnaire (TSWQ-BI), and Revised-School Level Environment Questionnaire (R-SLEQ). Hierarchical multiple regression analysis revealed that teacher subjective well-being and school climate jointly accounted for 39.8% of the variance in teacher engagement. Teacher subjective well-being emerged as a stronger predictor of teacher engagement in elementary schools (β=0.423; p<0.001). These findings underscore the importance of considering both teacher subjective well-being and school climate in efforts to enhance teacher engagement in elementary education. Schools and policymakers can promote teacher well-being through competency training programs to enhance teaching efficacy while fostering positive and supportive school climates to elevate the quality of primary education in Indonesia."