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Job Stress and Organizational Resources as Predictors of Teachers Psychological Well-Being: A JD–R-Based Study in Semarang

Media Kesehatan Masyarakat Indonesia · Vol. 21 No. 4 (2025) · hlm. 393–404

DOI
10.65844/mkmi.v21i4.48399
ISSN
2356-4067, 0216-2482
Terbit
2025-12-31
Penerbit
Faculty of Public Health, Hasanuddin University, Makassar
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0/

Abstrak

Teacher Psychological Well-Being (PWB) is increasingly recognized as vital to educational effectiveness, yet empirical studies in low and middle-income countries remain limited. This study investigates the predictors of PWB among senior high school teachers in Semarang, Indonesia, using the Job Demands–Resources (JD–R) model. A cross-sectional analytic design was employed, involving all 290 teachers from six public schools. Data were collected through validated questionnaires measuring job stress, organizational climate, career development, working conditions, and well-being, alongside demographic variables. Descriptive statistics, Spearman correlations, and multivariate logistic regression were used to analyze the data. Results showed that over half of the participants experienced high job stress, and 46.2% reported low psychological well-being. Regression analysis identified job stress as the strongest negative predictor (OR = 6.521), while favorable organizational climate (OR = 2.849), career development opportunities (OR = 2.492), and supportive working conditions (OR = 2.422) were significant positive predictors. Gender and education also influenced well-being, with female teachers and those with lower levels of educational reporting poorer outcomes. The model explained 42.1% of the variance in well-being and demonstrated high classification accuracy (78.6%). These findings emphasize the importance of addressing systemic and organizational factors rather than focusing solely on individual coping in promoting teacher well-being. The study validates the JD–R framework in an Indonesian context and offers evidence-based insights for educational reform. These results highlight actionable levers for schools and policymakers, including workload rationalization, strengthening supportive climates, and institutionalizing equitable professional development to improve teacher well-being. Longitudinal research is recommended to assess the long-term impact of targeted interventions.

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  • Diponegoro University
  • Universitas Halu Oleo
  • Universitas Muhammadiyah Semarang
  • Mulawarman University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Bina KurniawanDiponegoro University2
Nurjazuli NurjazuliDiponegoro University2
La Ode Santiaji BandeUniversitas Halu Oleo1
Gusnawaty HsUniversitas Halu Oleo1
Zen RahfiludinDiponegoro University1
M. Zen RahfiludinDiponegoro University1
Sheila Mufida AriyantiUniversitas Muhammadiyah Semarang1
Diki Bima PrasetioUniversitas Muhammadiyah Semarang1
Rahmatullah RizieqAfiliasi tidak diketahui1
Ellyta EllytaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/mkmi/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Job Stress and Organizational Resources as Predictors of Teachers Psychological Well-Being: A JD–R-Based Study in Semarang</dc:title>
	<dc:creator xml:lang="en"> Setyaningsih, Yuliani</dc:creator>
	<dc:creator xml:lang="en">Wahyuni, Ida</dc:creator>
	<dc:creator xml:lang="en">Ekawati, Ekawati</dc:creator>
	<dc:creator xml:lang="en">Setyowati, Dina Lusiana</dc:creator>
	<dc:creator xml:lang="en">Astutik, Risa Septi</dc:creator>
	<dc:subject xml:lang="en">Teacher Well-Being</dc:subject>
	<dc:subject xml:lang="en">Job Stress</dc:subject>
	<dc:subject xml:lang="en">Organizational Climate</dc:subject>
	<dc:subject xml:lang="en">Career Development</dc:subject>
	<dc:subject xml:lang="en">Working Conditions</dc:subject>
	<dc:subject xml:lang="en">JD–R Model</dc:subject>
	<dc:description xml:lang="en">Teacher Psychological Well-Being (PWB) is increasingly recognized as vital to educational effectiveness, yet empirical studies in low and middle-income countries remain limited. This study investigates the predictors of PWB among senior high school teachers in Semarang, Indonesia, using the Job Demands–Resources (JD–R) model. A cross-sectional analytic design was employed, involving all 290 teachers from six public schools. Data were collected through validated questionnaires measuring job stress, organizational climate, career development, working conditions, and well-being, alongside demographic variables. Descriptive statistics, Spearman correlations, and multivariate logistic regression were used to analyze the data. Results showed that over half of the participants experienced high job stress, and 46.2% reported low psychological well-being. Regression analysis identified job stress as the strongest negative predictor (OR = 6.521), while favorable organizational climate (OR = 2.849), career development opportunities (OR = 2.492), and supportive working conditions (OR = 2.422) were significant positive predictors. Gender and education also influenced well-being, with female teachers and those with lower levels of educational reporting poorer outcomes. The model explained 42.1% of the variance in well-being and demonstrated high classification accuracy (78.6%). These findings emphasize the importance of addressing systemic and organizational factors rather than focusing solely on individual coping in promoting teacher well-being. The study validates the JD–R framework in an Indonesian context and offers evidence-based insights for educational reform. These results highlight actionable levers for schools and policymakers, including workload rationalization, strengthening supportive climates, and institutionalizing equitable professional development to improve teacher well-being. Longitudinal research is recommended to assess the long-term impact of targeted interventions.</dc:description>
	<dc:publisher xml:lang="en">Faculty of Public Health, Hasanuddin University, Makassar</dc:publisher>
	<dc:date>2025-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/mkmi/article/view/48399</dc:identifier>
	<dc:identifier>10.65844/mkmi.v21i4.48399</dc:identifier>
	<dc:source xml:lang="en">Media Kesehatan Masyarakat Indonesia; Vol. 21 No. 4: DECEMBER 2025; 393-404</dc:source>
	<dc:source>2356-4067</dc:source>
	<dc:source>0216-2482</dc:source>
	<dc:source>10.30597/mkmi.v21i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/mkmi/article/view/48399/14116</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 by author</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-nc-sa/4.0/</dc:rights>
</oai_dc:dc>