The price of dedication: the economic and psychological well-being of early childhood education teachers amid challenges
DOI:
https://doi.org/10.22460/ts.v12i1.6877Keywords:
Teacher Well-being , Economic Well-being , Psychological Well-being , Quality of Learning , Education PolicyAbstract
This study aims to examine the economic and psychological well-being of early childhood education (ECE) teachers in three private institutions in West Java, its impact on the quality of learning, and the effectiveness of supporting policies. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participant observation, and document analysis involving 15 teachers, five principals, and ten parents. The findings indicate that the average salary is IDR 1,150,000 per month, which is far below a decent standard of living, while work-related stress due to a high workload reduces teaching creativity and teacher–child responsiveness, with positive interactions declining by up to 60%. Certification policies reach only 25% of teachers, while operational funds are predominantly allocated to infrastructure. Community-based training initiatives have been shown to enhance teachers’ self-confidence. This study underscores the need for integrated policies involving local communities to improve teacher well-being and the quality of early childhood education.
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