An Analysis of Employee Wellbeing of PPPK Teachers at SMP Negeri 1 Bergas

Rani Dwi Setyo Pratiwi; Tri Wikaningrum

doi:10.63922/ijebir.v5i05.6120

Rani Dwi Setyo Pratiwi Department of Management, Faculty of Economics and Business, Universitas Islam Sultan Agung Semarang
Tri Wikaningrum Department of Management, Faculty of Economics and Business, Universitas Islam Sultan Agung Semarang

DOI: https://doi.org/10.63922/ijebir.v5i05.6120

Keywords: Employee Wellbeing, Job Demands, Job Resources, Teacher Wellbeing, Work-Life Balance

Abstract

Teacher well-being is a crucial aspect in maintaining the quality of learning, but PPPK teachers face various job demands that can potentially impact their physical, psychological, social, and professional well-being. This study aims to analyze the employee well-being of PPPK teachers and identify the job demands, job resources, individual strategies, and organizational strategies that influence them at SMP Negeri 1 Bergas. The study employed a qualitative approach with a case study design. Informants consisted of 12 PPPK teachers selected purposively based on their employment status, length of service, and work experience. Data were collected through semi-structured interviews, observation, and documentation, then analyzed using an interactive model through data condensation, data presentation, and drawing and verifying conclusions. The results indicate that employee well-being is relatively good and has improved since becoming PPPK, but is still influenced by administrative burdens, curriculum changes, technology, additional tasks, and student characteristics. In conclusion, teacher well-being is formed through a balance between job demands and job resources, reinforced by individual strategies and organizational support

References

Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Brinkmann, S., & Kvale, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE Publications.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Dreer, B. (2023). On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 14, Article 1205179. https://doi.org/10.3389/fpsyg.2023.1205179
Gavin, M., & McGrath-Champ, S. (2024). Teacher workload and the organisation of work: A research agenda for a post-pandemic future. Labour & Industry: A Journal of the Social and Economic Relations of Work, 34(1), 88–99. https://doi.org/10.1080/10301763.2024.2357891
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, Article 100411. https://doi.org/10.1016/j.edurev.2021.100411
Ibrahim, R. Z. A. R., Zalam, W. Z. M., Foster, B., Afrizal, T., Johansyah, M. D., Saputra, J., Bakar, A. A., Dagang, M. M., & Ali, S. N. M. (2021). Psychosocial work environment and teachers’ psychological well-being: The moderating role of job control and social support. International Journal of Environmental Research and Public Health, 18(14), Article 7308. https://doi.org/10.3390/ijerph18147308
Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Montenegro-Rueda, M., Fernández-Batanero, J.-M., Román-Graván, P., & Reyes-Rebollo, M.-M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), Article 548. https://doi.org/10.3390/ijerph18020548
Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2023). A systematic review of the factors that influence teachers’ occupational wellbeing. International Journal of Environmental Research and Public Health, 20(12), Article 6070. https://doi.org/10.3390/ijerph20126070
Oliveira, S., Roberto, M. S., Veiga-Simão, A. M., & Marques-Pinto, A. (2026). Addressing teacher occupational health in challenging times: The role of a positive organizational climate in buffering teachers’ burnout. International Journal of Environmental Research and Public Health, 23(1), Article 42. https://doi.org/10.3390/ijerph23010042
Setyawan, D. A. (2025). Peran mediasi psychological empowerment terhadap empowering leadership dan knowledge sharing dalam meningkatkan innovative work behavior [Undergraduate thesis, Universitas Islam Sultan Agung Semarang]. Universitas Islam Sultan Agung Repository.
Sohail, M. M., Baghdady, A., Choi, J., Huynh, H. V., Whetten, K., & Proeschold-Bell, R. J. (2023). Factors influencing teacher wellbeing and burnout in schools: A scoping review. Work, 76(4), 1317–1331. https://doi.org/10.3233/WOR-220234
Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif dan R&D (Ed. 2, Cet. ke-29). Alfabeta.
Turner, K., & Garvis, S. (2023). Teacher educator wellbeing, stress and burnout: A scoping review. Education Sciences, 13(4), Article 351. https://doi.org/10.3390/educsci13040351
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, Article 63. https://doi.org/10.1007/s10648-024-09886-x