Psychosocial Correlates of Psychological Well-Being among Non-Qualified Early Childhood Education Teachers
DOI:
https://doi.org/10.17977/um065.v7.i4.2027.7Keywords:
Non-qualified ECE teachers, Professional self-esteem, Psychological well-being, Sense of belonging, Social supportAbstract
Psychological Well-Being is an important aspect of teachers' professional and personal functioning, particularly for non-qualified Early Childhood Education (ECE) teachers who may face professional and academic qualification challenges. Social Support, Professional Self-Esteem, and Sense of Belonging are considered important psychological and interpersonal resources that may contribute to teachers' Psychological Well-Being. This study aimed to examine the role of Social Support, Professional Self-Esteem, and Sense of Belonging in predicting Psychological Well-Being among non-qualified ECE teachers. This study employed a quantitative explanatory research design involving 268 non-qualified ECE teachers in Temanggung Regency, Central Java, Indonesia. Participants were selected using proportionate stratified random sampling. Data were collected using structured questionnaires measuring Social Support, Professional Self-Esteem, Sense of Belonging, and Psychological Well-Being. The data were analyzed using descriptive statistics, Pearson's correlation analysis, and multiple linear regression. The findings showed that Social Support significantly and positively predicted Psychological Well-Being. Professional Self-Esteem also made a significant positive contribution to Psychological Well-Being. Sense of Belonging similarly demonstrated a significant positive contribution. Social Support showed the strongest contribution among the three predictors. The three variables also simultaneously contributed significantly to Psychological Well-Being, indicating that Psychological Well-Being among non-qualified ECE teachers is associated with both interpersonal and individual psychological resources. Social Support, Professional Self-Esteem, and Sense of Belonging are important predictors of Psychological Well-Being among non-qualified ECE teachers. Strengthening supportive relationships, professional confidence, and teachers' sense of acceptance and belonging within the educational environment may contribute to better Psychological Well-Being and support the professional functioning of non-qualified ECE teachers.
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