Eksplorasi Kesejahteraan Psikologis Guru PAUD Perempuan dalam Menjalani Peran Ganda

Exploring the Psychological Well-being of Female Early Childhood Education Teachers in Performing Dual Roles

Penelitian ini bertujuan memahami kesejahteraan psikologis guru PAUD dalam menjalani peran ganda serta upaya mereka mengelolanya di tengah tuntutan pekerjaan dan keluarga. Menggunakan pendekatan kualitatif fenomenologi, data diperoleh melalui wawancara semi-terstruktur dengan lima guru PAUD perempuan di TPA-KB-TK Labschool Unesa 1 yang dipilih secara purposive sampling. Analisis data menggunakan Interpretative Phenomenological Analysis (IPA) dan keabsahan  melalui member checking. Hasil menunjukkan guru menghadapi tantangan kerja dan tekanan emosional akibat peran ganda, namun mampu beradaptasi melalui pengaturan waktu, regulasi emosi, dan dukungan sosial. Identitas sebagai guru sekaligus ibu dimaknai saling melengkapi dan mendorong pengembangan diri. Oleh karena itu, dibutuhkan dukungan berkelanjutan berupa penguatan regulasi emosi, pengelolaan peran yang adaptif, serta dukungan sosial yang konsisten agar kesejahteraan psikologis guru PAUD dalam menjalani peran ganda dapat terjaga. 

This study aims to understand the psychological well-being of early childhood teachers in carrying out their dual roles and their efforts to manage them amid the demands of work and family. Using a qualitative phenomenological approach, data were obtained through semi-structured interviews with five female early childhood teachers at TPA-KB-TK Labschool Unesa 1, who were selected using purposive sampling. Data analysis used Interpretative Phenomenological Analysis (IPA) and validity was ensured through member checking. The results show that teachers face work challenges and emotional pressure due to their dual roles, but are able to adapt through time management, emotional regulation, and social support. Their identities as teachers and mothers were interpreted as complementary and encouraging self-development. Therefore, continuous support in the form of strengthening emotional regulation, adaptive role management, and consistent social support is needed to maintain the psychological well-being of early childhood teachers in carrying out their dual roles.