Desi Nurwidawati, Farida Agus Setiawati, Edy Supriyadi
Teacher well-being is a critical, multidimensional factor that significantly influences the effectiveness and performance of educators within the school environment. This comprehensive well-being includes physical aspects (primarily the secure fulfillment of economic needs) and, most importantly, psychological well-being. The latter involves maintaining positive, productive interpersonal relationships with the principal and fellow teachers, alongside achieving a deep sense of self-satisfaction from the core professional activities of educating and interacting with students. This study aims to provide a deeper understanding of the factors that either support or impede teacher productivity, focusing intently on the dimension of psychological well-being. The methodology employed is a Systematic Literature Review (SLR), rigorously executed following the PRISMA approach, utilizing the Scopus database. Strict inclusion and exclusion criteria were applied, followed by detailed data extraction. This systematic search yielded a final cohort of 47 articles deemed relevant for comprehensive analysis. The analysis results clearly demonstrate that teachers’ psychological well-being is significantly modulated by a complex interplay of various factors. These influential factors prominently include excessive workload demands, the availability and quality of social support networks, financial stability, and the overall nature of the work environment. A sustained high level of psychological well-being is strongly correlated with enhanced motivation, greater job satisfaction, and ultimately, improved teaching effectiveness. Conversely, poor psychological well-being can predictably lead to detrimental professional outcomes such as severe stress, emotional burnout, and a resultant decline in the quality of the learning experience. This study critically underscores the imperative for developing and implementing proactive policies and strategic interventions specifically designed to support and sustain teacher well-being, recognizing it as a fundamental pillar for elevating the overall quality and efficacy of the entire education system. © 2026, Malque Publishing. All rights reserved.
Department of Psychology, Surabaya State University, Surabaya, Indonesia; Department of Psychology, Faculty of Education and Psychology, Yogyakarta State University, Yogyakarta, Indonesia; Faculty of Engineering, Yogyakarta State University, Yogyakarta, Indonesia
