Apakah Beban Kerja Menjadi Penentu Utama Stres Kerja Guru?: Sistematis Literatur Review 2015-2025
Keywords:
Teacher Workload, Teacher Work Stress, Systematic Literature ReviewAbstract
Teacher workload that continues to increase through instructional demands, administrative responsibilities, and additional tasks has become a critical issue because it directly affects teachers’ psychological well-being. This study aims to analyze how workload serves as a major determinant of teacher work stress through a systematic review of literature published between 2015 and 2025. The method used is a systematic literature review following the PRISMA approach, with a stepwise selection process that resulted in 17 articles meeting the inclusion criteria. The findings indicate that teacher workload is categorized as high and is directly associated with increased work stress. These findings align with global trends showing that rising workload and post-pandemic task complexity have accelerated the onset of burnout and reduced teacher well-being. The study highlights the importance of reorganizing task distribution, simplifying administrative processes, and strengthening organizational support to reduce teacher work stress. A key limitation of this study is the reliance on secondary data, which depends on the quality and methodological variation of previous research; therefore, future studies should incorporate field investigations to obtain a more comprehensive empirical understanding.
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