Becoming a teacher teaching and learning simultaneously: Exploring the well-being of Indonesian in-service teachers during online teacher professional development programs
DOI:
https://doi.org/10.64171/JAES.6.2.59-64Keywords:
In-service teachers, Online teacher professional development, PERMA, Teacher well-beingAbstract
Teacher well-being is crucial for fostering effective and sustainable teaching practices, yet it is often challenged by various factors, such as excessive teacher workload. This study examines the well-being of in-service teachers in Indonesia who maintained their full-time teaching responsibilities while participating in an online teacher professional development (oTPD) program. A total of 562 teachers in the program completed an online 17-item Likert-scale questionnaire and ten participants were purposively selected and invited for a series of follow-up semi structured interviews. Despite the challenges to manage the two roles, the participants reported high levels of well-being. They maintain their well-being by sustaining their positive emotions and seeking support from others. The finding suggests that teacher well-being can be maintained through effective coping mechanism strategies. It also highlights the need to design a more flexible and supportive oTPD program that acknowledges teacher’s professional and personal constraints. Further implications for well-being-centered pedagogical practices and directions for future research are discussed.
References
Gu Q, Day C. Teachers’ resilience: a necessary condition for effectiveness. Teach Teach Educ. 2007;23(8):1302–16.
Aldrup K, Klusmann U, Lüdtke O, Göllner R, Trautwein U. Student misbehavior and teacher well-being: testing the mediating role of the teacher–student relationship. Learn Instr. 2018;58:126–36.
Hargreaves L, Cunningham M, Everton T, Hansen A, Hopper B, McIntyre D, et al. The status of teachers and the teaching profession: views from inside and outside the profession. London: Department for Education and Skills; 2006.
Liang W, Song H, Sun R. Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy. Educ Stud. 2020.
Yıldırım K. Main factors of teachers’ professional well-being. Educ Res Rev. 2014;9(6):153–63.
Harding S, Morris R, Gunnell D, Ford T, Hollingworth W, Tilling K, et al. Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? J Affect Disord. 2019;242:180–7.
Annetta L, Shymansky JA. A comparison of rural elementary school teacher attitudes toward three modes of distance education for science professional development. J Sci Teach Educ. 2008;19(3):255–67.
Dede C, Ketelhut DJ, Whitehouse P, Breit L, McCloskey EM. A research agenda for online teacher professional development. J Teach Educ. 2009;60(1):8–19.
Fernández-Batanero JM, Montenegro-Rueda M, Fernández-Cerero J, García-Martínez I. Digital competences for teacher professional development: systematic review. Eur J Teach Educ. 2020;43:1–19.
Mercer S, Gregersen T. Teacher wellbeing. Oxford: Oxford University Press, 2020.
Wolf S, Aber JL, Behrman JR, Tsinigo E. Experimental impacts of the “Quality Preschool for Ghana” interventions on teacher professional well-being, classroom quality, and children’s school readiness. J Res Educ Eff. 2019;12(1):10–37.
Yıldırım B, Akcan AT, Öcal E. Teachers’ perceptions and STEM teaching activities: online teacher professional development and employment. J Balt Sci Educ. 2022;21(1):84–107.
Singh S, Mahapatra S. Online self- and peer-assessment for teacher professional development: a case study of the process and the perceived impact. TESOL J, 2022, 13(2).
Tebben E, Lang SN, Sproat E, Owens JT. Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education. J Early Child Teach Educ. 2021;42(2):143–61.
Stang-Rabrig J, Brüggemann T, Lorenz R, McElvany N. Teachers’ occupational well-being during the COVID-19 pandemic: the role of resources and demands. Teach Teach Educ. 2022;117:103803.
Yang H. The effects of professional development experience on teacher self-efficacy: analysis of an international dataset using Bayesian multilevel models. Prof Dev Educ, 2019.
Li PH, Mayer D, Malmberg LE. Teacher well-being in the classroom: a micro-longitudinal study. Teach Teach Educ. 2022;115:103720.
Richter E, Lazarides R, Richter D. Four reasons for becoming a teacher educator: a large-scale study on teacher educators’ motives and well-being. Teach Teach Educ. 2021;102:103322.
von Känel R, Bellingrath S, Kudielka BM. Overcommitment but not effort–reward imbalance relates to stress-induced coagulation changes in teachers. Ann Behav Med. 2009;37(1):20–8.
Nizielski S, Hallum S, Schütz A, Lopes PN. A note on emotion appraisal and burnout: the mediating role of antecedent-focused coping strategies. J Occup Health Psychol. 2013;18(3):363–9.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 A. G. Tamrin, Nur Arifah Drajati, Anis Handayani, Kristian Adi Putra
This work is licensed under a Creative Commons Attribution 4.0 International License.