Job Stress and Organizational Resources as Predictors of Teachers Psychological Well-Being: A JD–R-Based Study in Semarang
Abstract
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.
Full text article
References
1. Agyapong B, Obuobi-Donkor G, Burback L, Wei Y. Stress, Burnout, Anxiety and Depression Among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health. 2022;19(17):10706. https://doi.org/10.3390/ijerph191710706
2. Bezie AE, Zewude GT, Tesfaye AH, Yirdaw AA, Abie AB, Abere G. Work-related Burnout and Its Associated Factors Among Kindergarten Teachers : A Study in Ethiopia. Front Public Health. 2025;12: 1453504. https://doi.org/10.3389/fpubh.2024.1453504
3. Emeljanovas A, Sabaliauskas S, Mežienė B, Istomina N. The Relationships Between Teachers' Emotional Health and Stress Coping. Frontiers in Psychology. 2023;14:1–11. https://doi.org/10.3389/fpsyg.2023.1276431
4. Liao J, Wang XQ, Wang X. The Effect of Work Stress on the Well-Being of Primary and Secondary School Teachers in China. International Journal of Environmental and Research Public Health. 2023;20(2):1154. https://doi.org/10.3390/ijerph20021154
5. Olson RE, McKenzie J, Mills KA, Patulny R, Bellocchi A, Caristo F. Gendered Emotion Management and Teacher Outcomes in Secondary School Teaching: A Review. Teaching and Teacher Education. 2019;80: 128–144. https://doi.org/10.1016/j.tate.2019.01.010
6. Ji D, Yue Y. Relationship Between Kindergarten Organizational Climate and Teacher Burnout: Work–Family Conflict as a Mediator. Front Psychiatry. 2020;11. https://doi.org/10.3389/fpsyt.2020.00408
7. Deroncele-Acosta A, Gil-Monte PR, Norabuena-Figueroa RP, Gil-LaOrden P. Burnout in University Teachers: Assessment, Prevention, and Treatment. Revista Venezolana de Gerencia. 2023;28(10):936–953. https://www.scopus.com/pages/publications/85180193663?inward=
8. Pogere EF, López-Sangil MC, García-Señorán MM, González A. Teachers' Job Stressors and Coping Strategies: Their Structural Relationships with Emotional Exhaustion and Autonomy Support. Teaching and Teacher Education. 2019;85:269–280. https://doi.org/10.1016/j.tate.2019.07.001
9. Espinoza-Díaz IM, Tous-Pallarés J, Mangas SL, Valdivieso-León L, Vigil–Colet A. Psychological Well-Being of Teachers: Influence of Burnout, Personality, and Psychosocial Climate. Frontiers in Psychology. 2023;14:1211280. https://doi.org/10.3389/fpsyg.2023.1211280
10. Vogl P, Methlagl M, Hanfstingl B. A Systematic Review of Strategies, Contexts and Outcomes of Emotion Regulation in Teaching. Discover Psychology. 2025;5(1). https://doi.org/10.1007/s44202-025-00417-5
11. Hepburn SJ, Carroll A, McCuaig L. Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience. International Journal of Environmental Research and Public Health. 2021;18(17):9009. https://doi.org/10.3390/ijerph18179009
12. Bakker AB, Demerouti E. The Job Demands‐Resources Model: State of the Art. Journal of Managerial Psychology. 2007;22(3):309–328. https://doi.org/10.1108/02683940710733115
13. Lu J, Chen J, Li Z, Li X. A Systematic Review of Teacher Resilience: A Perspective of the Job Demands and Resources Model. Teaching and Teacher Education. 2024;151: 104742. https://doi.org/10.1016/j.tate.2024.104742
14. Li Y, Wang X, Chen J, Lee JC, Yan Z, Bin J. The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis. Educational Psychology Review. 2024;36(129). https://doi.org/10.1007/s10648-024-09966-y
15. Reintjes C, Kaiser T, Winter I, Bellenberg G. Buffer or Boost? The Role of Job Resources in Predicting Teacher Work Engagement and Emotional Exhaustion in Different School Types. Education Science. 2025;15(6):1–19. https://doi.org/10.3390/educsci15060708
16. Bahramnezhad F, Keshmiri F. Establishing Pathways to Excellence in The Teaching Profession: An Exploration of Teachers' Experiences on Sustaining Motivation in Medical Sciences Universities. BMC Medical Education. 2025;25(1):1–10. https://doi.org/10.1186/s12909-025-06844-1
17. Salmani Ghasemzadegan R, Xodabande I, Koleini N, Lotfi Gaskaree B. Exploring the Role of Autonomy Support and hwarting in the Well-being of Iranian Early Career Language Teachers. Discover Psychology. 2025;5(1). https://doi.org/10.1007/s44202-025-00368-x
18. Caroleo S, Miller J. K-12 Educator Wellbeing in a Post-Pandemic Context: The Importance of Regularly Experiencing Even Some Positive Emotions. 2023. https://osf.io/rj9ta/download/?format=pdf
19. Avola P, Soini-Ikonen T, Jyrkiäinen A, Pentikäinen V. Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. 2025;37(11):1–38. https://doi.org/10.1007/s10648-025-09986-2
20. Zhao W, Liao X, Li Q, Jiang W, Ding W. The Relationship Between Teacher Job Stress and Burnout: A Moderated Mediation Model. Frontiers in Psychology. 2022;12:1–9. https://doi.org/10.3389/fpsyg.2021.784243
21. Pallant J. SPSS Survival Manual : A Step by Step Guide to Data Analysis Using IBM SPSS. London: Routledge. 2020:378. https://doi.org/10.4324/9781003117452
22. Ibrahim RZAR, Zalam WZM, Foster B, Afrizal T, Johansyah MD, Saputra J, et al. Psychosocial Work Environment and Teachers' Psychological Well-being: The Moderating Role of Job Control and Social Support. International Journal of Environmental Research and Public Health. 2021;18(14):1–19. https://doi.org/10.3390/ijerph18147308
23. Shao Y, Jiang W, Zhu H, Zhang C, Xu W. The Relationship Between Work Stress and Well-being Among Chinese Primary and Secondary School Teachers: The Chain Mediation of Affective Rumination and Work Engagement. BMC Psychology. 2025;13(1):337. https://doi.org/10.1186/s40359-025-02628-w
24. Belay AA, Gasheya KA, Engdaw GT, Kabito GG, Tesfaye AH. Work-related Burnout Among Public Secondary School Teachers is Significantly Influenced by the Psychosocial Work Factors: A Cross-Sectional Study from Ethiopia. Frontiers in Psychology. 2023;14: 1–11. https://doi.org/10.3389/fpsyg.2023.1215421
25. Zhou S, Slemp GR, Vella-Brodrick DA. Factors Associated with Teacher Wellbeing: A Meta-Analysis. Educational Psychology Review. 2024;36(63):1–48. https://doi.org/10.1007/s10648-024-09886-x
26. Li Y, Tuckey MR, Bakker A, Chen PY, Dollard MF. Linking Objective and Subjective Job Demands and Resources in the JD-R model: A Multilevel Design. Work Stress: An International Journal of Work, Health & Organizations. 2023;37(1):27–54. https://doi.org/10.1080/02678373.2022.2028319
Authors
Copyright (c) 2025 by author
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Atribusi-NonKomersial-BerbagiSerupa 4.0 Internasional License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms and any other similar reproductions, as well as translations. The reproduction of any part of this journal, its storage in databases and its transmission by any form or media, such as electronic, electrostatic and mechanical copies, photocopies, recordings, magnetic media, etc.
All articles published Open Access are free for everyone to read and download. Under the CC-BY-NC-SA license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in Media Kesehatan Masyarakat Indonesia Universitas Hasanuddin in whole or in part provided that the original work is properly cited. Users (redistributors) of Media Kesehatan Masyarakat Indonesia Universitas Hasanuddin are required to cite the original source, including the author's names, Media Kesehatan Masyarakat Indonesia Universitas Hasanuddin as the initial source of publication, year of publication, and volume number.
Media Kesehatan Masyarakat Indonesia Universitas Hasanuddin is licensed under Creative Commons Atribusi-NonKomersial-BerbagiSerupa 4.0 Internasional.