Distance Learning in Indonesia: How Are Our Teachers Doing?

Abstract

Currently, education is one of the national sectors that are influenced by the pandemic. In that case, teachers are one of those parties who are affected by the changes. The purpose of this research is to examine the relationship between teacher stress and psychological well-being in junior high school teachers in context of distance learning practice. As a teacher, a person is responsible for their role to advance the national education system. Teachers’ workloads are increasing, especially in this pandemic situation that requires distance learning. Heavy workloads as well as the pressure to keep doing their best in teaching can trigger teacher stress, which will impact their psychological well-being. Teacher stress is a negative emotional state experienced by individuals that is caused by events related to their role as a teacher. In the other hand, psychological well-being is a state achieved by individuals when they can function effectively as an person and capable of doing improvements to fully develop their potentials. This research involved 147 junior high school teachers in Indonesia that consisted of 60 male teachers and 87 female teachers. Measures used in this research are translated version of Teacher Stress Measures and Ryff’s Psychological Well-being Scale that have been adapted to be relevant to the distance learning conditions. Analysis using Spearman correlation technique shows r (147) = - 0.688 and p = 0.000 < 0.05. This shows that both variables have a significant and negative correlation. Thus, it can be concluded that higher levels of teacher stress leads to low psychological well-being in teachers.