Emotional Exhaustion and Its Impact on Teachers’ Job Satisfaction and Organizational Commitment in Indonesian Elementary Schools
Keywords:
teacher, emotional exhaustion, job satisfaction, organizational commitment, elementary schools
Abstract
Background: Teacher emotional exhaustion holds profound significance in educational contexts due to its widespread impact on individual well-being, organizational commitment, professional effectiveness, and the overall quality of education.
Objective: This study intends to describe the effect of teachers’ emotional exhaustion on teachers’ job satisfaction and organizational commitment in the elementary schools of Merauke District, South Papua Province, Indonesia.
Methods: To attain the objective of the study, we employed a quantitative approach utilizing a survey research design. Two problem statements guiding this research are as follows: (a) Does teacher’s emotional exhaustion negatively affect teachers’ job satisfaction in the elementary schools of Merauke district, Papua, Indonesia? and (b) Does teacher’s emotional exhaustion negatively affect teachers’ organizational commitment in the elementary schools of Merauke District, South Papua Province, Indonesia? Three quantitative questionnaires were administered to 220 teachers, and samples were drawn conveniently from among the elementary school teachers of Merauke District, South Papua Province.
Results: The results reveal that teachers’ emotional exhaustion negatively affects both teachers’ job satisfaction and organizational commitment in the elementary schools of Merauke district, Papua.
Conclusion: Teacher well-being and commitment are critical pillars of school effectiveness and student achievement. When teachers feel satisfied and supported, they are more likely to remain dedicated to their roles and foster student success. Conversely, dissatisfaction often leads to disengagement and increased absenteeism. To sustain high levels of teacher satisfaction and commitment, it is essential to implement strategic interventions that address and alleviate emotional exhaustion.
Unique Contribution: This study addresses that existing knowledge gap by investigating the potential impacts of emotional exhaustion on teachers’ job satisfaction and organizational commitment, particularly in the unique socio-educational context of remote areas in Papua. Understanding this relationship is crucial for developing targeted interventions that support teacher well-being, reduce absenteeism, and ultimately improve educational outcomes.
Key Recommendations: The results of this study may be useful for teachers to know how they can interact with fellow teachers and students and to what extent these emotions directly affect their job satisfaction and organizational commitment. The findings of this study may also be useful for school principals and education policymakers at the local government level to take some strategic steps in securing teachers’ emotions to improve job satisfaction and organizational commitment and, in turn, improve students’ ability in reading, writing, and arithmetic (3Rs).
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Avdi, S. A. & Roy, S. (2013). The effect of emotional exhaustion on prison employees’ job satisfaction and personal accomplishment. International Journal of Criminology and Sociological Theory, 6(4), 144-154. https://ijcst.journals.yorku.ca/index.php/ijcst/article/view/37936
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Baxi, B. O. & Atre, D. (2024). Job satisfaction: Understanding the meaning, importance, and dimensions. Journal of Management and Entrepreneurship Research, 18(2), 34-40. https://www.academia.edu/120990779/Job_Satisfaction_Understanding_the_Meaning_Importance_and_Dimensions
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Chaves-Montero, A., Blanco-Miguel, P. & Rios-Viscaino, B. (2025). Analysis of the predictors and consequential factors of emotional exhaustion among social workers: A systematic review. Healthcare, 13(5), 552. https://doi.org/10.3390/healthcare13050552
Choi, B-S., Kim, J. S., Lee, D-W., Paik, J-W., Lee, B. C., Lee, H-S. & Lee, H-Y. (2018). Factors associated with emotional exhaustion in South Korean nurses: A cross-sectional study. Psychiatry Investigation, 15(7), 670-676. https://doi.org/10.30773/pi.2017.12.31
Cuadrado, E., Jiménez-Rosa, M. & Tabernero, C. (2022). Risk and protective factors of emotional exhaustion in teachers: A moderating mediation on emotional exhaustion. Journal of Work and Organizational Psychology, 38(2), 111-120. https://journals.copmadrid.org/jwop/files/1576_5962_rpto_38_2_0111.pdf
Cui, L. (2022). The role of teacher–student relationships in predicting teachers’ occupational wellbeing, emotional exhaustion, and enthusiasm. Frontiers in Psychology, 13, 896813. https://doi.org/10.3389/fpsyg.2022.896813
Davidson, J. & Smith, M. (2009). Autistic autobiographies and more-than-human geographies. Environment and Planning D: Society and Space, 27(5), 898–916.
Demerouti, E., Mostert, K. & Bakker, A. B. (2010). Burnout and work engagement: A thorough investigation of the independency of both constructs. Journal of Occupational Health Psychology, 15, 209-222. https://psycnet.apa.org/doi/10.1037/a0019408
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Ellickson, M. C. & Logsdon, K. (2001). Determinants of job satisfaction of municipal government employees. State and Local Government Review, 33(3), 173-184. http://www.jstor.org/stable/4355292
Figúeira, D. D. J. G., Nascimento, J. L. R. P. D. & Almeida, M. H. R. G. D. (2015). Relation between organizational commitment and professional commitment: An exploratory study conducted with teachers. Universitas Psyhcologica, 14(1), 43-56. https://doi.org/10.11144/Javeriana.upsy14-1.rboc
Gemlik, N., Sisman, F.A. & Sigri, U. (2010). The relationship between burnout and organizational commitment among health sector staff in Turkey. Journal of Global Strategic Management, 4(2), 137-150. http://dx.doi.org/10.20460/JGSM.2010415831
Goetz, T., Becker, E. S., Bleg, M., Keller, M. M., Frenzel, E. C. & Hall, N. C. (2015). The glass-half-empty: How emotional exhaustion affects the state-trait discrepancy in self-reports of teaching emotions. Plos One, 1-14.
Gorji, M. (2011). The effect of burnout dimensions on employees’ performance. International Journal of Social Science and Humanities, 1(4), 243–246.
Hoppock, R. (1935). Job satisfaction. New York: Harper Brothers.
Huang, W., Yuan, C., Shen, J. & Li, M. (2020). Effects of union commitment on job performance in China. Personnel Review, 50(4), 1185-1199. https://doi.org/10.1108/PR-06-2019-0323
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2025-05-08
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Werang, B. R., Sri, A. A. P., Prawira, A. A. G. O. A., Yani, N. W. M. S. A., & Leba, S. M. R. (2025). Emotional Exhaustion and Its Impact on Teachers’ Job Satisfaction and Organizational Commitment in Indonesian Elementary Schools. European Journal of Science, Innovation and Technology, 5(2), 202-214. Retrieved from https://ejsit-journal.com/index.php/ejsit/article/view/641
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