Overview of Self-Care for Guidance and Counseling Teachers in Rural Areas
DOI:
https://doi.org/10.22460/quanta.v10i1.6732Keywords:
Self-care, Guidance and Counseling teachers, Teacher well-being, Mental healthAbstract
This study aims to examine the physical, social, and psychological challenges faced by Guidance and Counseling (BK) teachers in the Daerah Aliran Sungai region of Katingan Regency, which may impact their emotional well-being. The primary focus of this research is to depict the self-care levels of BK teachers and identify the factors influencing them. A descriptive, quantitative approach was used, with a survey administered to 11 BK teachers using the Self-Care questionnaire. The results showed that 63.6% of the teachers had low self-care levels, while 36.4% had moderate levels. The most prominent aspect was the tendency to neglect personal needs, while the lowest aspect was their involvement in positive activities. The study concludes that although BK teachers are highly dedicated, they are susceptible to emotional exhaustion. The implications of this study emphasize the importance of developing contextual self-care training programs and institutional support tailored to remote areas as preventive measures to improve the psychological well-being and sustainability of BK teachers' performance in the Daerah Aliran Sungai region.
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Copyright (c) 2026 Nopi Feronika, Fendahapsari Singgih Sendayu, Romiaty Romiaty, Nonsihai Nonsihai, Risda heldriyanan Br. Bangun, Zakia Zuzanti, Zaki Zaki, Siti Aminah, Maydina Zaira Putrisurya, Hengki Antus Trisakti, Danelyn Rabeca Rehuel
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