Strengthening The Character Of 21st Century Educators: A Philosophical Analysis Of The Ministry Of Education And Primary Education's Teacher Psychological Welfare Program

Putra Asga Elevri; Bunyamin Bunyamin; Yadi Ruyadi; Asep Dahliana

doi:10.63922/ijevss.v5i03.5930

Putra Asga Elevri General Education and Character Study Program, Indonesian University of Education
Bunyamin Bunyamin General Education and Character Study Program, Indonesian University of Education
Yadi Ruyadi General Education and Character Study Program, Indonesian University of Education
Asep Dahliana General Education and Character Study Program, Indonesian University of Education

DOI: https://doi.org/10.63922/ijevss.v5i03.5930

Keywords: Teacher Psychological Well-being, Philosophy of Education, Character Education, Ontological Security, Eudaimonia

Abstract

21st-century education demands that teachers not only transfer knowledge but also shape students' values and character. In practice, administrative burdens, professional demands, and emotional exhaustion can hinder the optimization of teachers' roles as educators. This study uses a qualitative approach through literature review and document analysis to examine the conceptual framework and implementation of a teacher psychological well-being program developed by the Ministry of Primary and Secondary Education (Kemendikdasmen). The results show that the program integrates the concepts of eudaimonia, ontological security, self-reflection, and value inculcation through micro-habits to support educator well-being and strengthen character. This program is not only oriented towards stress management but also encourages teachers to achieve meaningful professional lives and be role models for students. Thus, strengthening teacher psychological well-being can be an important strategy in supporting student character formation and realizing a higher-quality 21st-century education ecosystem.

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