Abstract

Conclusion. In summary, the digital experiences of teachers transition from burnout to well-being depending on self-factors and their environment.

Keywords: Digital life, teacher, burnout well-being, growth mindset, self- regulation

Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the American College of Clinical Pharmacy, 4(10), 1358–1367. https://doi.org/10.1002/jac5.1441

Almeida, E., Rosero, A., Chiluiza, W., & Castillo, D. (2021). Reflections on qualitative research in education. Revista Cognosis. ISSN 2588-0578, 6(EE-I-), 101–118.

Aryal, S. (2024). Use and Importance of Qualitative Research in School Education. The Educator Journal, 12(1), 48–57. https://doi.org/https://doi.org/10.3126/tej.v12i1.64914

Astini, N. K. S. (2022). Tantangan implementasi merdeka belajar pada era new normal covid-19 dan era society 5.0. Lampuhyang, 13(1), 164–180. https://doi.org/https://doi.org/10.47730/jurnallampuhyang.v13i1

Bakker, A. B., & de Vries, J. D. (2021). Job Demands–Resources theory and self-regulation: new explanations and remedies for job burnout. Anxiety, Stress and Coping, 34(1), 1–21. https://doi.org/10.1080/10615806.2020.1797695

Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources model: State of the Art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115

Bellini, D., Mascia, M. L., & Penna, M. P. (2025). Smartphone overuse and distraction: Relationship with general well-being across generations. BMC Public Health. https://link.springer.com/article/10.1186/s12889-024-21269-z

Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education (Vol. 368). Allyn & Bacon Boston, MA.

Burnette, J. L., Knouse, L. E., Vavra, D. T., O’Boyle, E., & Brooks, M. A. (2020). Growth mindsets and psychological distress: A meta-analysis. Clinical Psychology Review, 77(December 2019), 101816. https://doi.org/10.1016/j.cpr.2020.101816

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/https://doi.org/10.1177/1744987120927206

Cann, R., Sinnema, C., Rodway, J., & Daly, A. J. (2024). What do we know about interventions to improve educator wellbeing ? A systematic literature review. In Journal of Educational Change (Vol. 25, Issue 2). Springer Netherlands. https://doi.org/10.1007/s10833-023-09490-w

Colecchia, F., Giunchi, D., & Wang, F. (2025). Machine Learning and Immersive Technologies for User-Centered Digital Healthcare Innovation. Frontiers in Big Data. https://www.frontiersin.org/journals/big-data/articles/10.3389/fdata.2025.1567941/full

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Czarniawska, B., & Pallas, J. (2025). School: A Profession with Multiple Responsibilities. Bristol University Press. https://bristoluniversitypressdigital.com/monochap/book/9781529243147/ch008.xml

Da Silva Santos, K., Ribeiro, M., De Queiroga, D. E. U., Da Silva, I. A. P., & Ferreira, S. M. S. (2020). The use of multiple triangulations as a validation strategy in a qualitative study. Ciencia & Saude Coletiva, 25 2, 655–664. https://doi.org/10.1590/1413-81232020252.12302018

Desnithalia, F. A., & Purba, H. P. (2021). Pengaruh Work Life Balance dan Fear of COVID-19 terhadap Burnout pada Perawat Rumah Sakit. Buletin Riset Psikologi Dan Kesehatan Mental (BRPKM), 1(2), 1141–1151. https://doi.org/10.20473/brpkm.v1i2.28580

Dreer, B. (2023). On the outcomes of teacher wellbeing: a systematic review of research. Frontiers in Psychology, 14, 1205179. https://doi.org/10.3389/fpsyg.2023.1205179

Duan, H., & Zhao, W. (2024). The Effects of Educational Artificial Intelligence-Powered Applications on Teachers’ Perceived Autonomy, Professional Development for Online Teaching, and Digital Burnout. International Review of Research in Open and Distributed Learning, 25(3 Special Issue), 57–76. https://doi.org/10.19173/irrodl.v25i3.7659

Febreza, F., & Junaidi, J. (2022). Fenomena “Digital Fatigue” Pada Mahasiswa Jurusan Sosiologi Fakultas Ilmu Sosial Universitas Negeri Padang. Naradidik: Journal of Education and Pedagogy, 1(3), 315–326. https://doi.org/https://doi.org/10.24036/nara.v1i3.73

Freudenberger, H. J. (1974). Staff Burn-out. Journal for Healthcare Quality, 30(1). https://doi.org/10.1111/j.1945-1474.1982.tb00486.x

Hasanah, R., & Hamdi, T. T. (2025). Digital Detox in Schools: Balancing Technology Use with Students’ Psychological Development. Bospintar. https://ejournal.bospintar.com/index.php/Je/article/download/7/11

Havsteen-Franklin, D., & Perboni, V. (2025). Synaesthetic emergence: A scoping review of factors facilitating synaesthetic states through arts engagement. Cogent Arts & Humanities. https://www.tandfonline.com/doi/full/10.1080/23311983.2025.2454113

Hidayati, D., Kurniawan, A., & Asakir, I. (2023). The Effect Of Teacher Well-Being, Teacher Competency, And Teacher Commitment To Improving School Quality. Tadbir : Jurnal Studi Manajemen Pendidikan, 7(1), 103. https://doi.org/10.29240/jsmp.v7i1.5595

Hidayati, D., Sukmayadi, T., Luthfi Imama, M., & Fadlan Syakir, M. (2023). Teacher Well-Being: the Teachers Perspective in the Special Region of Yogyakarta. Tadbir : Jurnal Studi Manajemen Pendidikan, 7(2), 509. https://doi.org/10.29240/jsmp.v7i2.8421

Hilhamsyah, Hidayati, D., & Imama, M. L. (2024). Teacher Habits And Workload In The Digitalization of Education. JKTP : Jurnal Kajian Teknologi Pendidikan, 7(4), 195–208. https://doi.org/10.17977/um038v7i42024p195

Hussain, Z., Chenmei, C., Saeed, M., Hassan, N., & Chiragh, F. (2024). Personality and teachers’ burnout stress: exploring the digital competence as personal job resource in allied health institutions. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1334371

Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583–593. https://doi.org/https://doi.org/10.1023/B:JADD.0000005996.19417.57

Jomuad, P. D., Antiquina, L. M. M., Cericos, E. U., Bacus, J. A., Vallejo, J. H., Dionio, B. B., Bazar, J. S., Cocolan, J. V, & Clarin, A. S. (2021). Teachers’ workload in relation to burnout and work performance. International Journal of Educational Policy Research and Review. https://doi.org/https://doi.org/10.15739/IJEPRR.21.007

Joubert, Y. (2019). The role of the teacher in teaching the bibble. Scriptura. https://doi.org/https://doi.org/10.7833/49-0-1617.

Kaban, A. L., & Kaynar, N. (2023). Too much screen? An Exploratory examination of digital exhaustion of educators in Turkiye. Turkish Online Journal of Distance Education, 24(1), 54–73. https://doi.org/https://doi.org/10.17718/tojde.1071640

Kabaran, G. G., Altıntaş, S., & Sidekli, S. (2022). The examination of teachers’ digital burnout level. International Technology and Education Journal, 6(2), 82–93. https://dergipark.org.tr/en/pub/itej/issue/75198/1233540#article_cite

Kang, X., Meng, Q., & Su, C. H. (2024). School-Based Team Sports as Catalysts for Holistic Student Wellness: A Narrative Review. Behavioral Sciences, 14(7). https://doi.org/10.3390/bs14070528

KARATAŞLIOĞLU, R. E., & Özkanal, B. (2023). DIGITAL BURNOUT IN DISTANCE EDUCATION PROCESS: INVESTIGATION OF SECONDARY SCHOOL TEACHERS’OPINIONS. Journal of Advanced Education Studies, 5(2), 319–341. https://doi.org/https://doi.org/10.48166/ejaes.1353517

Karlberg, M., Klang, N., & Svahn, J. (2024). Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial. BMC Psychology, 12(1), 521. https://doi.org/10.1186/s40359-024-02021-z

Kenap, A., Kembuan, E., Usoh, E., Tondo, H., & Nurjaman, R. (2023). Optimizing the Digital Education Technology in Learning Management System Design During and Post-Covid-19 Pandemic in Society 5.0. Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 650–657. https://doi.org/https://doi.org/10.2991/978-2-494069-35-0_80

Lee, S. L., Chan, H. S., Tong, Y. Y., & Chiu, C. Y. (2023). A growth mindset predicts teachers’ life satisfaction when they are challenged to innovate their teaching. Journal of Pacific Rim Psychology, 17. https://doi.org/10.1177/18344909231167533

Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in Psychology, 14(August), 1–13. https://doi.org/10.3389/fpsyg.2023.1185079

Masih, Y. W. (2020). Role of teacher in teaching process. International Journal of Advance Academic Studies, 2(4), 44–46. https://doi.org/10.33545/27068919.2020.v2.i4b.324

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis. SAGE Publications. https://books.google.co.id/books?id=3CNrUbTu6CsC

Muslimin, T. P., & Fatimah, A. A. B. (2024). Kompetensi dan Kesiapan Guru Sekolah Dasar Terhadap Tantangan Pendidikan di Era Society 5.0. Cokroaminoto Journal of Primary Education, 7(1), 55–72. https://doi.org/https://doi.org/10.30605/cjpe.712024.3589

Nathan, J., Mogare, J., & Singh, P. (2025). 3TW Model for Enhancement of Teaching and Learning Experiences in the Digital Era. THS100. http://article.ths100.in/id/eprint/1963/

Pan, H. W., & Chung, C. (2023). Exploring the Predictors of Teacher Well-Being : An Analysis of Teacher Training Preparedness , Autonomy , and Workload. Sustainability, 15. https://doi.org/https://doi.org/10.3390/su15075804

Passey, D. (2021). education sciences Digital Technologies — And Teacher Wellbeing ? Education Sciences, 11. https://doi.org/. https://doi.org/10.3390/educsci11030117

Peris-Delcampo, D., Núñez, A., Ortiz-Marholz, P., Olmedilla, A., Cantón, E., Ponseti, J., & Garcia-Mas, A. (2024). The bright side of sports: a systematic review on well-being, positive emotions and performance. BMC Psychology, 12(1), 284. https://doi.org/10.1186/s40359-024-01769-8

Ponce, O. A., Gómez-Galán, J., & Pagán-Maldonado, N. (2022). Qualitative research in education: revisiting its theories, practices, and developments in a scientific-political era. IJERI: International Journal of Educational Research and Innovation, 18, 278–295. https://doi.org/https://orcid.org/0000-0002-2245-5992

Rice, S. M., Graber, E., & Kourosh, A. S. (2020). A pandemic of dysmorphia:“Zooming” into the perception of our appearance. Facial Plastic Surgery & Aesthetic Medicine, 22(6), 401–402. https://doi.org/https://doi.org/10.1089/fpsam.2020.0454

Saboor, A., Ali, K., Mugheri, A., & Fatima, M. (2024). The Impact of Digital Transformation on Educational Leadership : Assessing Digital Burnout and Mental Health in Virtual Teaching. Review of Applied Management and Social Sciences (RAMSS), 7(4), 391–408. https://doi.org/10.47067/ramss.v7i4.388

Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano-Peña, G. (2022). Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education. Sustainability (Switzerland), 14(24), 1–21. https://doi.org/10.3390/su142416863

Sarafino, E. P., & Smith, T. W. (2014). Health Psychology: Biopsychosocial Interactions. Wiley.

Şirin, T., Eraltı Şirin, Y., & Can, B. (2021). Beden eğitimi öğretmenlerinin dijital tükenmişlik düzeylerinin incelenmesi. Journal of Social, Humanities and Administrative Sciences, 7(42), 1236–1245. https://doi.org/: http://dx.doi.org/10.31589/JOSHAS.675

Şirin, T., Eratli Şirin, Y., Can, B., & Uruç, O. (2022). Digital burnout and perceptive failure: The example of physical education teachers during the COVID-19 pandemic. Baltic Journal of Health and Physical Activity, 14(1). https://doi.org/10.29359/BJHPA.14.1.02

Sood, A., Sharma, D., Sharma, M., & Dey, R. (2024). Prevalence and repercussions of stress and mental health issues on primary and middle school students: a bibliometric analysis. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1369605

Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of Children’s Knowledge andRregulation of Cognition. Contemporary Educational Psychology, 27(1), 51–79. https://doi.org/10.1006/ceps.2001.1091

Ssenyonga, M. (2021). Imperatives for post COVID-19 recovery of Indonesia’s education, labor, and SME sectors. Cogent Economics & Finance, 9(1), 1911439. https://doi.org/https://doi.org/10.1080/23322039.2021.1911439

Stacey, M., Gavin, M., Fitzgerald, S., Mcgrath-champ, S., Stacey, M., Gavin, M., Fitzgerald, S., Mcgrath-champ, S., & Fitzgerald, S. (2024). Discourse : Studies in the Cultural Politics of Education Reducing teachers ’ workload or deskilling ‘ core ’ work ? Analysis of a policy response to teacher workload demands. Discourse: Studies in the Cultural Politics of Education, 45(2). https://doi.org/10.1080/01596306.2023.2271856

Valiao, A. J. (2025). Technostress and its impact on job performance of teachers. Journal of Interdisciplinary Perspectives. https://www.ejournals.ph/article.php?id=25365

Widyanti, E., Purba, J., & Yulianto, A. (2007). Pengaruh dukungan sosial Terhadap Burnout Pada Guru. Jurnal Psikologi, 5(1), 80–82.

Xiyun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers. Frontiers in Psychology, 13(June), 1–11. https://doi.org/10.3389/fpsyg.2022.904151

Yang, X., & Du, J. (2024). The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model. BMC Psychology, 12(1), 51. https://doi.org/https://doi.org/10.1186/s40359-024-01540-z

Yeh, C. S., & Barrington, R. (2023). Sustainable Positive Psychology Interventions Enhance Primary Teachers ’ Wellbeing And Beyond-A Qualitative Case Study In England. Teaching and Teacher Education, 125, 104072. https://doi.org/10.1016/j.tate.2023.104072

Zilka, A., Nussbaum, S., & Bogler, R. (2023). The relationships among growth mindset, flow, critically reflective behavior, and teacher burnout. International Journal of School and Educational Psychology, 11(4), 367–379. https://doi.org/10.1080/21683603.2023.2245372