The Relationship Between Perceptions of Teacher Welfare and Psychological Conflict Among Prospective Teacher Students in an Elementary School Teacher Education Program
DOI:
https://doi.org/10.30736/atl.v10i2.2893Keywords:
Perceptions of teacher welfare, prospective teacher students, psychological conflictAbstract
Education quality is tied to the teaching profession, and teachers' welfare perceptions can influence prospective teachers' career evaluations. However, research on the link between perceptions of teacher welfare and psychological conflict among prospective elementary school teachers is limited. This study examines psychological conflict in relation to perceptions of teacher welfare, rather than only interest in entering the profession. The study included 64 second-semester students in the Elementary School Teacher Education (PGSD) Study Program, selected through purposive sampling. The researchers collected data using Likert-scale questionnaires and analyzed them using descriptive statistics, Spearman's rho correlation, and simple linear regression. The results showed a significant positive relationship between perceptions of teacher welfare and psychological conflict (ρ = 0.428, p < 0.001). Simple linear regression also indicated a significant statistical association (B = 0.621, t = 5.168, p < 0.001), with perceptions of teacher welfare explaining 30.1% of the variance in psychological conflict (R² = 0.301). These findings indicate that perceptions of teacher welfare are significantly associated with psychological conflict among prospective teacher students. The study highlights the importance of career guidance and professional identity development in teacher education.
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Copyright (c) 2026 Fatur Rahman, Ahmad Agung Yuwono Putro, Winarti, Abdurrachman Halim, Ulil Abshar
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