Rethinking teacher well-being in Indonesian early childhood education : unpacking the interplay of empathy, burnout, and teacher efficacy

Abstract

Early childhood education (ECE) is a critical stage that shapes a child's lifelong development, contributing to improved educational attainment, well-being, and future economic prospects. Ensuring optimal early childhood development is therefore a shared responsibility among parents, educators, governments, and society. Within this ecosystem, early childhood teachers play a pivotal role, yet they require adequate support to perform their duties optimally. Despite this critical role, empirical research on their well-being and the psychological factors influencing it remains limited, particularly within the Indonesian context. This concern motivated the present dissertation, which aims to contribute to the discourse on teacher well-being in ECE. Well-being is shaped by multiple psychological factors, three of which are empathy, burnout, and teacher efficacy. Accordingly, this study examines the interplay among these three constructs and teacher well-being among Indonesian early childhood teachers. Grounded in Seligman's Flourishing Theory as the overarching conceptual framework, this research integrates Hoffman's empathy theory, Maslach's burnout theory, and Bandura's social cognitive theory to conceptually model teacher well-being through these interrelated psychological dimensions. This study employed a quantitative, non-experimental, cross-sectional design, using non-probability convenience and quota sampling. Data were collected from 957 early childhood teachers across West Java through an online questionnaire comprising four instruments validated for the Indonesian ECE context via Rasch model analysis. Analysis proceeded in four stages: Rasch model analysis validated the instruments and generated logit scores to determine variable levels; one-way ANOVA and independent-samples t-tests examined differences across generation, educational background, and type of ECE; Pearson correlation examined associations among the four variables; and Partial Least Squares Structural Equation Modeling (PLS-SEM) determined the best-fitting structural model and predictive relationships among variables. Analyses were conducted using Bluesky Statistics version 10.3.4, Winsteps version 4.5.0, SPSS version 23, and SmartPLS version 4.0. Results showed that well-being, burnout, and teacher efficacy differed significantly across generation and type of ECE, and burnout differed significantly by educational background, while empathy showed no significant demographic differences. All four variables were significantly correlated in the theoretically expected directions. Structurally, empathy and teacher efficacy were significant positive predictors of well-being, while burnout was a significant negative predictor. Empathy also functioned as a foundational construct, shaping well-being both directly and indirectly by simultaneously reducing burnout and enhancing teacher efficacy. The final model explained 21.8% of the variance in teacher well-being. It is statistically significant but modest, suggesting other unmeasured factors also contribute meaningfully. Descriptively, teachers reported moderate well-being and high burnout, reflecting psychological vulnerability, alongside high to very high teacher efficacy and moderate empathy, indicating a complex environment where strong professional efficacy coexists with considerable occupational stress. These findings suggest that early childhood teacher well-being must be understood through the intersection of empathy, burnout, and teacher efficacy, rather than any single factor in isolation. Methodologically, this study contributes by integrating Rasch model analysis, inferential statistics, and PLS-SEM, strengthening the precision and rigor of the analytical process. Practically, the findings underscore the importance of comprehensive intervention programs addressing the multidimensional nature of teacher well-being. Future research should explore additional structural factors through longitudinal and qualitative approaches to verify instrument relevance, while policymakers are encouraged to design integrated programs strengthening professional empathy, preventing burnout, and enhancing teacher efficacy to achieve sustainable improvements in early childhood teacher well-being.