Teacher Well-Being Management for Enhancing Student Well-Being in Primary Schools
DOI:
https://doi.org/10.58230/zzyfna71Keywords:
primary education, student well-being, teacher digital literacy, teacher well-being management, digital community collaborationAbstract
Student well-being is increasingly recognized as an important indicator of educational quality, particularly in inclusive primary schools where diverse needs require supportive and collaborative learning environments. This study examined the effects of teacher well-being management, teachers’ digital literacy, and digital community collaboration on student well-being in public primary schools in Sragi District, Pekalongan Regency, Indonesia. A quantitative causal-associative survey design was employed, involving 116 teachers from 15 public primary schools selected through total sampling. Data were collected using validated and reliable five-point Likert-scale questionnaires and analyzed using descriptive statistics, simple linear regression, and multiple linear regression. The findings showed that teacher well-being management, digital literacy, and digital community collaboration positively and significantly affected student well-being, both independently and collectively. Teacher well-being management emerged as the strongest predictor, emphasizing the importance of personal agency, professional connectedness, and workload balance. These findings indicate that student well-being requires an integrated educational ecosystem that supports teacher well-being, strengthens digital capacity, and promotes meaningful school-community collaboration. The study highlights teacher well-being management as an organizational foundation for strengthening student well-being in inclusive primary education.
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