Exploring teachers’ well-being in a public primary school located in Depok : perceptions, opportunities, and challenges

Abstract

The well-being of teachers has emerged as a pivotal concern in both Indonesian and international education discourse. This study aims to explore teachers' perceptions of their well-being, currently efforts to enhance it, challenges they face, and the opportunities available for improvement within case study from a public primary school in Depok, Indonesia. This study involved semi-structured interviews with eight teachers supported by observation. Thematic analysis was employed to identify key patterns across different domains from the data collected of the well-being of teachers. Findings reveal that teacher well-being is shaped not only by financial considerations but also by emotional fulfillment, a sense of professional calling, recognition from students and the community, and strong interpersonal relationships within the school environment. Teachers reported that intrinsic motivation, student transformation, and social appreciation play a more significant role in shaping well-being than salary alone. The study also identified non-formal opportunities such as tutoring, extracurricular involvement, and personal initiatives that contribute to financial and emotional resilience. However, disparities in employment status, inconsistent support systems, and limited institutional recognition pose significant challenges. Differences between early-career and mid-to-late-career teachers further emphasize the need for differentiated support. The study concludes that teacher well-being should be addressed through a holistic framework that incorporates emotional, relational, and structural dimensions, and calls for policies that are inclusive, equitable, and sensitive to teachers' lived realities.