Determinants of Early Childhood Teachers' Subjective Well-being in Indonesian Archipelagic Regions: A Demographic and Social Factors Analysis
DOI:
https://doi.org/10.31958/jies.v5i1.15052Keywords:
subjective wellbeing, early childhood education teachers, islands, demographic factors, social factorsAbstract
This study aims to analyze demographic and social factors that influence Subjective Wellbeing (SWB) of PAUD teachers in the archipelago. The research method uses a quantitative approach with a cross-sectional design, the research sample is 223 teachers. The sampling technique uses convenience sampling. The instrument used is the Teacher Subjective Wellbeing Questionnaire (TSWQ). The results showed that all demographic variables, namely age, gender, education level, and teaching experience, have a positive and significant relationship to SWB, with education level being the strongest predictor among demographic factors (r = 0.352**). Meanwhile, in social factors, the principal's leadership showed the highest correlation (r = 0.441**) to SWB, followed by co-worker support, community involvement, and relationships with students' parents. These findings indicate that teacher SWB is not only influenced by individual characteristics, but also by the quality of social interactions in the work environment and community. This study recommends the importance of strategies to improve teacher SWB through strengthening professional capacity and a supportive work environment.
 
 
References
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Bullough Jr, R. V. (2016). Early childhood education teachers: Life history, life course, and the problem of family—work balance. Journal of Research in Childhood Education, 30(4), 441–455.
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125–136.
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015a). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744–756.
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015b). Teachers’ beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction. Learning and Instruction, 39, 148–157.
Damayanti, A. R., & Purwantini, L. (2025). Hubungan Dukungan Sosial dan Kesejahteraan Subjektif pada Mahasiswa. WISSEN: Jurnal Ilmu Sosial Dan Humaniora, 3(1), 239–248.
Desmita, D., Diyenti, A. K., & Karim, N. A. (2023). The Influence of Audio Stories on Enhancing Digital Literacy In Early Childhood : A Survey Study. Indonesian Journal of Early Childhood Education Research (IJECER), 2(2), 57–70. https://doi.org/10.31958/ijecer.v2i2.11526
Dicke, T., Marsh, H. W., Parker, P. D., Guo, J., Riley, P., & Waldeyer, J. (2020). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology, 112(5), 1061.
Diener, E., Lucas, R. E., & Oishi, S. (2018). Advances and open questions in the science of subjective well-being. Collabra: Psychology, 4(1), 15.
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Greco, L. M., Porck, J. P., Walter, S. L., Scrimpshire, A. J., & Zabinski, A. M. (2022). A meta-analytic review of identification at work: Relative contribution of team, organizational, and professional identification. Journal of Applied Psychology, 107(5), 795.
Gunadi, G., Haryono, H., & Purwanti, E. (2022). The analysis of 21st century learning implementation and competency achievement of junior high school students in 3t regions. Innovative Journal of Curriculum and Educational Technology, 11(1), 10–18.
Hancock, D. R., Müller, U., Stricker, T., Wang, C., Lee, S., & Hachen, J. (2019). Causes of stress and strategies for managing stress among German and US principals. Research in Comparative and International Education, 14(2), 201–214.
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Imara, F. U., Yani, M. T., & Sya, A. (2024). Riko The Series : Instilling Honest Character in Early Childhood Through Animated Film. Journal of Islamic Education Students, 4(2), 263–283. https://doi.org/10.31958/jies.v4i2.12543
Indrahadi, D., Habibi, M., & Ilham, M. (2020). Faktor sosial penentu kesejahteraan subjektif: Bukti dari Indonesia. Jurnal Socius: Journal of Sociology Research and Education, 7(2), 111–120.
Innes, R. M., Priyanti, N., Warmansyah, J., & Yandira, R. (2023). Crafting Dexterity : Enhancing Fine Motor Skills in 4-5-Year-Olds through the Art of Paper Folding Origami. Indonesian Journal of Early Childhood Education Research (IJECER), 2(1), 1–9. https://doi.org/10.31958/ijecer.v2i1.6757
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Konu, A. I., Lintonen, T. P., & Rimpelä, M. K. (2002). Factors associated with schoolchildren’s general subjective well-being. Health Education Research, 17(2), 155–165.
Kumar, S. P. (2022). Influence of University teachers’ job satisfaction on subjective well-being and job performance. Journal of Engineering Education Transformations, 35.
Larasati, A. M., & Monika, M. (2024). Teacher Efficacy, SWB The Relationship between Teacher Efficacy and Subjective Well-being among Special Education Teachers in Jakarta. International Journal of Education, Information Technology, and Others, 7(1), 98–103.
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1–19.
Maricuțoiu, L. P., Pap, Z., Ștefancu, E., Mladenovici, V., Valache, D. G., Popescu, B. D., Ilie, M., & Vîrgă, D. (2023). Is teachers’ well-being associated with students’ school experience? A meta-analysis of cross-sectional evidence. Educational Psychology Review, 35(1), 1.
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Mujib, A., Kholis, N., & Maesaroh, I. (2022). Kesejahteraan guru agama: indeksasi dan determinasi kesejahteraan fisik, psikologis, finansial, sosial dan spiritual. Damera Press.
Müller, U., Hancock, D. R., Wang, C., Stricker, T., Cui, T., & Lambert, M. (2022). School leadership, education for sustainable development (ESD), and the impact of the COVID-19 pandemic: perspectives of principals in China, Germany, and the USA. Education Sciences, 12(12), 853.
Nurichsania, N. A., & Rachmajanti, S. (2018). Pre-service teachers’ self-reflection on their pedagogical competences upon joining the SM-3T program. In ELT in Asia in the Digital Era: Global Citizenship and Identity (pp. 205–212). Routledge.
Perera, H. N., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior, 108, 28–41.
Rahmatunnisa, M., Hindersah, R., & Achmad, T. H. (2018). Why Regions with Archipelagic Characteristics in Indonesia Also Need Asymmetric Decentralization? Jurnal Bina Praja, 10(2), 251–261.
Rahmawati, A., Suryani, N., & Akhyar, M. (2022). The readiness of Indonesian prospective vocational teachers towards TPACK for 21 st-century learning. In Teacher Education and Teacher Professional Development in the COVID-19 Turn (pp. 217–223). Routledge.
Román, X. A. S., Toffoletto, M. C., Sepúlveda, J. C. O., Salfate, S. V., & Grandón, K. L. R. (2017). Factors associated to subjective wellbeing in older adults. Texto & Contexto-Enfermagem, 26(02), e5460015.
Rutten, G.-J. (2022). Broca-Wernicke theories: A historical perspective. Handbook of Clinical Neurology, 185, 25–34.
Sagita, D. D., Simarmata, S. W., Saputri, N. E., Fathurrachman, S., & Kasmiarno, K. S. (n.d.). Improving The Subjective Well-Being Of Kindergarten Teachers: A Strategic Step Towards Achieving The SDGs On Education And Welfare. Educational Guidance and Counseling Development Journal, 7(2), 103–112.
Salum, R. N., Khadijah, K., & Liza Nasution, N. (2024). Optimization of Early Childhood Social Emotional Development Through Exercise Methods and Learning Videos. Journal of Islamic Education Students (JIES), 4(1), 163. https://doi.org/10.31958/jies.v4i1.12281
Saputra, A. (2018). Pendidikan Anak pada Usia Dini. At-Ta’dib : Jurnal Ilmiah Pendidikan Agama Islam , 10(2), 192–209.
Sari, I. D. R. (2024). A study of professional connectedness and isolation in the learning lives of remote and peri-urban primary school teachers in Indonesia. University of Sussex.
Tanjung, C. (2013). Menuju Indonesia Maju, Berkeadilan dan Sejahtera untuk Semua.
Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 53(2), 119–145.
Veirissa, A. H. (2021). kualitas guru di Indonesia. Prosiding Seminar Nasional Pascasarjana, 4(1), 267–272.
Vito, B., Krisnani, H., & Resnawaty, R. (2016). Kesenjangan pendidikan desa dan kota. Prosiding KS, 2(2).
Wahyudin, I. (2011). Profil Subjective Well-Being Guru Honorer Sekolah Dasar (Studi Deskriptif pada Guru Honorer Sekolah Dasar di Kota Bandung). Universitas Pendidikan Indonesia.
Willis, A. S., & Grainger, P. R. (2020). Teacher wellbeing in remote Australian communities. Australian Journal of Teacher Education (Online), 45(5), 18–37.
Wulandari, T., Warmansyah, J., Fitriani, W., Yuningsih, R., Sari, M., & Kadir Naffari, A. (2024). Unlocking Musical Brilliance: How Traditional Talempong Pacik Music Enhances the Intelligence of Children Aged 5-6 Years. Indonesian Journal of Early Childhood Educational Research (IJECER), 3(1), 49. https://doi.org/10.31958/ijecer.v3i1.12461
Yuningsih, R., Andriani, L., Warmansyah, J., Sari, M., Wiliani, S., & Solin, S. S. (2024). The Implementation of the Principal’s Academic Supervision in Improving the Professionalism of Early Childhood Educators. Journal of Islamic Education Students (JIES), 4(1), 23. https://doi.org/10.31958/jies.v4i1.12300
Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C., & van Dick, R. (2018). How to mobilize social support against workload and burnout: The role of organizational identification. Teaching and Teacher Education, 69, 154–167.
Azizan, N. H., & Mahmud, Z. (2018). Determinants of subjective well-being: A systematic review. Environment-Behaviour Proceedings Journal, 3(7), 135–141.
Bullough Jr, R. V. (2016). Early childhood education teachers: Life history, life course, and the problem of family—work balance. Journal of Research in Childhood Education, 30(4), 441–455.
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125–136.
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015a). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744–756.
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015b). Teachers’ beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction. Learning and Instruction, 39, 148–157.
Damayanti, A. R., & Purwantini, L. (2025). Hubungan Dukungan Sosial dan Kesejahteraan Subjektif pada Mahasiswa. WISSEN: Jurnal Ilmu Sosial Dan Humaniora, 3(1), 239–248.
Desmita, D., Diyenti, A. K., & Karim, N. A. (2023). The Influence of Audio Stories on Enhancing Digital Literacy In Early Childhood : A Survey Study. Indonesian Journal of Early Childhood Education Research (IJECER), 2(2), 57–70. https://doi.org/10.31958/ijecer.v2i2.11526
Dicke, T., Marsh, H. W., Parker, P. D., Guo, J., Riley, P., & Waldeyer, J. (2020). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology, 112(5), 1061.
Diener, E., Lucas, R. E., & Oishi, S. (2018). Advances and open questions in the science of subjective well-being. Collabra: Psychology, 4(1), 15.
Diener, E., Oishi, S., & Tay, L. (2018). Advances in subjective well-being research. Nature Human Behaviour, 2(4), 253–260.
Diener, E., & Scollon, C. N. (2014). The what, why, when, and how of teaching the science of subjective well-being. Teaching of Psychology, 41(2), 175–183.
Djunarsjah, E., & Putra, A. P. (2021). The concept of an archipelagic Province in Indonesia. IOP Conference Series: Earth and Environmental Science, 777(1), 12040.
Dwi Pratiwi Suherman, U. (2024). Subjective Well-Being pada guru honorer di SMKN 8 Garut. UIN Sunan Gunung Djati Bandung.
Fadlillah, M. (2016). Komparasi Permendikbud Nomor 137 Tahun 2014 Dengan Permendiknas Nomor 58 Tahun 2009 Dalam Pembelajaran PAUD. Jurnal INDRIA (Jurnal Ilmiah Pendidikan Prasekolah Dan Sekolah Awal), 1(1), 42–53.
Fiorilli, C., Albanese, O., Gabola, P., & Pepe, A. (2017). Teachers’ emotional competence and social support: Assessing the mediating role of teacher burnout. Scandinavian Journal of Educational Research, 61(2), 127–138.
Greco, L. M., Porck, J. P., Walter, S. L., Scrimpshire, A. J., & Zabinski, A. M. (2022). A meta-analytic review of identification at work: Relative contribution of team, organizational, and professional identification. Journal of Applied Psychology, 107(5), 795.
Gunadi, G., Haryono, H., & Purwanti, E. (2022). The analysis of 21st century learning implementation and competency achievement of junior high school students in 3t regions. Innovative Journal of Curriculum and Educational Technology, 11(1), 10–18.
Hancock, D. R., Müller, U., Stricker, T., Wang, C., Lee, S., & Hachen, J. (2019). Causes of stress and strategies for managing stress among German and US principals. Research in Comparative and International Education, 14(2), 201–214.
Hasyah, S. A. (2021). Hubungan Antara Gratitude Dengan Subjective Wellbeing Pada Petani Kelapa di Indragiri Hilir. Universitas Islam Negeri Sultan Syarif Kasim Riau.
Haty, T. J. P. P., Atikah, C., & Rusdiyani, I. (2023). Pengaruh Kualifikasi Akademik Guru Paud Terhadap Kemampuan Menyusun Perencanaan Pembelajaran. Jurnal Golden Age, 7(2).
Imara, F. U., Yani, M. T., & Sya, A. (2024). Riko The Series : Instilling Honest Character in Early Childhood Through Animated Film. Journal of Islamic Education Students, 4(2), 263–283. https://doi.org/10.31958/jies.v4i2.12543
Indrahadi, D., Habibi, M., & Ilham, M. (2020). Faktor sosial penentu kesejahteraan subjektif: Bukti dari Indonesia. Jurnal Socius: Journal of Sociology Research and Education, 7(2), 111–120.
Innes, R. M., Priyanti, N., Warmansyah, J., & Yandira, R. (2023). Crafting Dexterity : Enhancing Fine Motor Skills in 4-5-Year-Olds through the Art of Paper Folding Origami. Indonesian Journal of Early Childhood Education Research (IJECER), 2(1), 1–9. https://doi.org/10.31958/ijecer.v2i1.6757
Jiang, J., & Yip, S. Y. (2024). Teacher shortage: an analysis of the rural teachers living subsidy policy on teacher attraction and retention in rural Western China. Asia-Pacific Journal of Teacher Education, 52(3), 316–331.
Karuru, P., Rifky, S., Nugroho, A., Karwanto, K., Wote, A. Y. V., & Mumtahanah, M. (2024). Buku Ajar Manajemen Pendidikan. PT. Sonpedia Publishing Indonesia.
Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute.
Konu, A. I., Lintonen, T. P., & Rimpelä, M. K. (2002). Factors associated with schoolchildren’s general subjective well-being. Health Education Research, 17(2), 155–165.
Kumar, S. P. (2022). Influence of University teachers’ job satisfaction on subjective well-being and job performance. Journal of Engineering Education Transformations, 35.
Larasati, A. M., & Monika, M. (2024). Teacher Efficacy, SWB The Relationship between Teacher Efficacy and Subjective Well-being among Special Education Teachers in Jakarta. International Journal of Education, Information Technology, and Others, 7(1), 98–103.
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1–19.
Maricuțoiu, L. P., Pap, Z., Ștefancu, E., Mladenovici, V., Valache, D. G., Popescu, B. D., Ilie, M., & Vîrgă, D. (2023). Is teachers’ well-being associated with students’ school experience? A meta-analysis of cross-sectional evidence. Educational Psychology Review, 35(1), 1.
Marlisa, L. (2019). Pembelajaran Pendidikan Anak Usia Dini (Telaah Dalam Permendikbud 146 Tahun 2014) Terhadap Kurikulum Pendidikan Anak Usia Dini. Tumbuh Kembang: Kajian Teori Dan Pembelajaran PAUD, 6(2), 136–145.
Mujib, A., Kholis, N., & Maesaroh, I. (2022). Kesejahteraan guru agama: indeksasi dan determinasi kesejahteraan fisik, psikologis, finansial, sosial dan spiritual. Damera Press.
Müller, U., Hancock, D. R., Wang, C., Stricker, T., Cui, T., & Lambert, M. (2022). School leadership, education for sustainable development (ESD), and the impact of the COVID-19 pandemic: perspectives of principals in China, Germany, and the USA. Education Sciences, 12(12), 853.
Nurichsania, N. A., & Rachmajanti, S. (2018). Pre-service teachers’ self-reflection on their pedagogical competences upon joining the SM-3T program. In ELT in Asia in the Digital Era: Global Citizenship and Identity (pp. 205–212). Routledge.
Perera, H. N., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior, 108, 28–41.
Rahmatunnisa, M., Hindersah, R., & Achmad, T. H. (2018). Why Regions with Archipelagic Characteristics in Indonesia Also Need Asymmetric Decentralization? Jurnal Bina Praja, 10(2), 251–261.
Rahmawati, A., Suryani, N., & Akhyar, M. (2022). The readiness of Indonesian prospective vocational teachers towards TPACK for 21 st-century learning. In Teacher Education and Teacher Professional Development in the COVID-19 Turn (pp. 217–223). Routledge.
Román, X. A. S., Toffoletto, M. C., Sepúlveda, J. C. O., Salfate, S. V., & Grandón, K. L. R. (2017). Factors associated to subjective wellbeing in older adults. Texto & Contexto-Enfermagem, 26(02), e5460015.
Rutten, G.-J. (2022). Broca-Wernicke theories: A historical perspective. Handbook of Clinical Neurology, 185, 25–34.
Sagita, D. D., Simarmata, S. W., Saputri, N. E., Fathurrachman, S., & Kasmiarno, K. S. (n.d.). Improving The Subjective Well-Being Of Kindergarten Teachers: A Strategic Step Towards Achieving The SDGs On Education And Welfare. Educational Guidance and Counseling Development Journal, 7(2), 103–112.
Salum, R. N., Khadijah, K., & Liza Nasution, N. (2024). Optimization of Early Childhood Social Emotional Development Through Exercise Methods and Learning Videos. Journal of Islamic Education Students (JIES), 4(1), 163. https://doi.org/10.31958/jies.v4i1.12281
Saputra, A. (2018). Pendidikan Anak pada Usia Dini. At-Ta’dib : Jurnal Ilmiah Pendidikan Agama Islam , 10(2), 192–209.
Sari, I. D. R. (2024). A study of professional connectedness and isolation in the learning lives of remote and peri-urban primary school teachers in Indonesia. University of Sussex.
Tanjung, C. (2013). Menuju Indonesia Maju, Berkeadilan dan Sejahtera untuk Semua.
Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 53(2), 119–145.
Veirissa, A. H. (2021). kualitas guru di Indonesia. Prosiding Seminar Nasional Pascasarjana, 4(1), 267–272.
Vito, B., Krisnani, H., & Resnawaty, R. (2016). Kesenjangan pendidikan desa dan kota. Prosiding KS, 2(2).
Wahyudin, I. (2011). Profil Subjective Well-Being Guru Honorer Sekolah Dasar (Studi Deskriptif pada Guru Honorer Sekolah Dasar di Kota Bandung). Universitas Pendidikan Indonesia.
Willis, A. S., & Grainger, P. R. (2020). Teacher wellbeing in remote Australian communities. Australian Journal of Teacher Education (Online), 45(5), 18–37.
Wulandari, T., Warmansyah, J., Fitriani, W., Yuningsih, R., Sari, M., & Kadir Naffari, A. (2024). Unlocking Musical Brilliance: How Traditional Talempong Pacik Music Enhances the Intelligence of Children Aged 5-6 Years. Indonesian Journal of Early Childhood Educational Research (IJECER), 3(1), 49. https://doi.org/10.31958/ijecer.v3i1.12461
Yuningsih, R., Andriani, L., Warmansyah, J., Sari, M., Wiliani, S., & Solin, S. S. (2024). The Implementation of the Principal’s Academic Supervision in Improving the Professionalism of Early Childhood Educators. Journal of Islamic Education Students (JIES), 4(1), 23. https://doi.org/10.31958/jies.v4i1.12300
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2025-05-30
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Sagita, D. D., Simarmata, S. W., Nisa, U. K., & Santos, L. (2025). Determinants of Early Childhood Teachers’ Subjective Well-being in Indonesian Archipelagic Regions: A Demographic and Social Factors Analysis. Journal of Islamic Education Students (JIES), 5(1), 72–85. https://doi.org/10.31958/jies.v5i1.15052
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