Hubungan Teacher Well-Being dengan Tingkat Burnout Guru di Sekolah Dasar Kecamatan Genteng Kabupaten Banyuwangi

Abstract

This study aims to determine whether there is a relationship between teacher well-being and the level of burnout among elementary school teachers in Genteng District, Banyuwangi Regency. This issue is driven by the high workload, administrative demands, and psychological pressure experienced by elementary school teachers, which potentially increase the risk of burnout and reduce the quality of learning. This study used a quantitative approach with a correlational design. The population consisted of 275 teachers from 32 elementary schools, with a sample of 69 teachers selected through purposive sampling. Data were collected using Likert-scale questionnaires developed based on Seligman's PERMA theory to measure teacher well-being and the Maslach Burnout Inventory (MBI) to measure burnout, both of which had been tested for validity and reliability. Data were analyzed using the Kolmogorov-Smirnov normality test, linearity test, and Pearson product moment correlation test with SPSS. The results showed a correlation coefficient of -0.655 with a significance value of 0.000 (p < 0.05), indicating a significant negative relationship between teacher well-being and the level of teacher burnout. The coefficient of determination showed that teacher well-being explained 42.90% of the variation in teacher burnout levels, while the remaining 57.10% was influenced by other factors outside this study. It can be concluded that the higher a teacher's well-being, the lower the level of burnout experienced. These findings provide a basis for schools and policymakers to design sustainable strategies to improve teachers' psychological well-being in order to prevent burnout.