Teachers’ Well-Being From The Social Psychological Perspective: Any Differences Between National Secondary Schools (SMK) and Government-Funded Religious Schools (SABK)?

Mohd Faiz Mohd Yaakob

Abstract


School is an important organizational unit in a country. School is also the foundation of every country’s education system. A harmonious working environment and a healthy relationship are very vital to ensure the high quality of teachers’ work. Issues in the workplace can lead to low performance, job dissatisfaction, loss of happiness, stress, and many other mental health issues. Teachers’ well-being is greatly influenced by comfortable, healthy, and happy conditions. Hence, this study aims to examine well-being among teachers in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK) based on the quality of teachers’ working life such as psychological, social, political, and economic needs. This study uses quantitative research with a survey method using questionnairesas the instrument. The respondents of the study comprise 300 teachers in a district in Kelantan. The respondents were chosen based on a random sampling technique. The results of the study show that the level of teachers’ well-being is high. There are no differences regarding the level of teachers’ well-being between SMK and SABK. It is hoped that this study can be helpful for school administrators and stakeholders in enhancing the quality of teachers’ working life in schools in Malaysia.

Keywords


Educational Management, Educational Psychology, Psychological Perspective,Teachers well-being, Malaysian Teachers

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DOI: http://doi.org/10.11591/ijere.v10i2.21115
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