{'fraction_non_alphanumeric': 0.02413515687851971, 'fraction_numerical': 0.014481094127111826, 'mean_word_length': 5.282828282828283, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Job Stress on Teachers During the Covid-19 Pandemic: The Role of Workload and Organizational Climate

The number of workloads borne by the teacher will result a negative impact. An organizational climate is crucial because it can generate a comfortable working conditions for teachers. Otherwise, an unfavorable organizational climate can impact poor working conditions that affect teachers to experience job stress. This study aimed to determine the effect of workload and organizational climate on the work stress of elementary school teachers in Indonesia. One hundred forty-eight elementary school teachers were selected as research participants through an incidental sampling. The research instruments were the workload scale, organizational climate scale, and teacher job stress scale. The results of regression analysis revealed that workload (β = 0.134, p = 0.026) and organizational climate ( = -0.680, p = 0.000) contributed to the job stress of elementary school teachers. This study recommends primary school principals to manage the workload for the professionalism improvement and productivity of elementary school teachers. Harmony in the school environment must be maintained to create a comfortable work and avoid work stress.