Hotspot Stres Pada Guru Sekolah Dasar: Analisis Faktor-Faktor Pemicu dan Implikasinya Terhadap Kesejahteraan Pendidikan

Abstract

Stress and burnout among elementary school teachers in Indonesia are
critical issues impacting not only the well-being of educators but also the quality of
education delivered to students. This study identifies multiple factors contributing to
teacher stress, including high workloads, administrative demands, frequent
curriculum changes, and socio-economic challenges. The impact of the COVID-19
pandemic further exacerbated these issues by introducing new challenges, such as the
sudden transition to remote learning. Using a descriptive quantitative approach, data
were collected from 175 elementary school teachers in Garut Regency through a
semantic differential scale to measure stress levels. The findings revealed that the
curriculum is the primary source of stress for teachers, followed by gender, age, school
accreditation, employment status, and the presence of "Sekolah Penggerak"
(Movement Schools). Female teachers and those in the 25-35 age range experienced
the highest stress levels, particularly in schools with lower accreditation. Additionally,
honorary teachers faced significant stress due to job insecurity and insufficient
income, highlighting socio-economic disparities within the teaching profession. The
study underscores the urgency of addressing systemic issues, including providing
robust professional development programs, enhancing teacher support systems, and
ensuring equitable policies for all educators. Effective strategies to manage teacher
stress must adopt a holistic approach, integrating institutional and individual
interventions. By improving teacher well-being, schools can foster a more supportive
environment that enhances both educator satisfaction and student learning outcomes.
The study's insights contribute to the broader discourse on improving teacher retention
and elevating the standards of education in Indonesia.