Interventions to Improve Teacher Well-Being in Early Childhood Education Teachers: Systematic Literature Review 2020-2026

Abstract

This study aims to analyze various forms of interventions to improve teacher well-being in Early Childhood Education (PAUD) teachers through a systematic literature review approach to articles published in 2020-2026. Data searches were conducted on Google Scholar, DOAJ, and Neliti, with a filtering process using Zotero and Rayyan, from 100 articles resulting in thirteen articles that met the inclusion criteria. The results of the study showed four main themes of the intervention, namely positive psychology (gratitude and religiosity), mindfulness and emotion regulation, structural-organizational factors (financial well-being, workload, and system support), and professional competency development. The well-being condition of PAUD teachers is generally in the medium to high category, largely supported by intrinsic motivation and spiritual coping strategies amid limited structural support. The study concluded that the most effective interventions were multidimensional, combining individual psychological approaches with structural improvements at the institutional and policy levels.