How Can We Improve Employee Well-Being in Teachers? The Importance of Individual and Job Resources

Abstract

According to one of the UN agencies, UNESCO, during the recent COVID-19 pandemic, more than sixty-three million teachers worldwide experienced technical and psychological problems due to changes in the learning process. This is not only because of the pandemic and monetary crisis in Indonesia but also because the increasing number of teachers' tasks and demands for professionalism can make teachers experience changes in the perceived condition of employee well-being. Several factors, including work stress, perceived organizational support and emotional regulation, psychologically influence the condition of teachers' employee well-being. Based on the existing model, perceived organizational support and emotional regulation can directly and indirectly influence teachers' employee well-being through work stress as a mediator. This research aims to prove the model above. The number of subjects in this research was 129 high school teachers from superior accredited Catholic schools in the province of East Java, Indonesia. The results of the data analysis show that the construct validity and reliability tests are met. Apart from that, perceived organizational support and emotional regulation can influence teachers' employee well-being both directly and indirectly through work stress as a mediator.