Analisis Dimensi Beban Kerja Guru PAUD di Kota Pangkalpinang: Tantangan dalam Peningkatan Kualitas Pembelajaran Anak Usia Dini

Abstrak

The workload of Early Childhood Education (ECE) teachers is an important issue in the educational process due to the high demands of tasks that may affect learning quality and teacher well-being, especially when not accompanied by adequate support. This condition is particularly relevant in regions with distinctive socio-geographical characteristics, such as Pangkalpinang City, where previous studies have rarely mapped workloads based on specific quantitative dimensions. This study aims to analyze the workload level of ECE teachers through four main indicators, main tasks, additional tasks, available time, and targets to be achieved. To determine the extent to which these conditions affect teacher performance and well-being. This research employed a quantitative descriptive method with a total sampling technique involving 52 ECE teachers in Bukit Intan District. Data were collected through a validated and reliable questionnaire, then analyzed using descriptive percentage techniques. The results indicate that the workload of ECE teachers falls into the high category (76%–100%) for the indicators of main tasks (95.4%) and targets to be achieved (78.3%), while the indicators of additional tasks (72.8%) and available time (70.4%) are in the fairly high category (56%–75%). These findings indicate a high level of teacher commitment in carrying out their primary roles, despite facing pressures from additional duties and limited time. This analysis emphasizes the importance of proportional task distribution and institutional support to prevent a decline in learning quality and maintain teacher well-being.