Lecturer Well-Being dan Kualitas Mengajar yang Dirasakan oleh Peserta Didik: Sebuah Systematic Critical Review

Abstract

Abstrak

Well-being pengajar semakin diyakini bukan hanya persoalan personal, tetapi juga faktor yang berkontribusi terhadap kualitas proses belajar-mengajar sebagaimana dirasakan peserta didik. Artikel ini bertujuan mensintesis dan mengkritisi bukti empiris mengenai hubungan antara lecturer well-being dan kualitas mengajar yang dipersepsikan mahasiswa/siswa. Menggunakan pendekatan Systematic Critical Review berpedoman PRISMA 2020, penelusuran dilakukan pada basis data Scopus, Web of Science, ERIC, ProQuest, dan Sinta, menghasilkan 18 studi yang memenuhi kriteria kelayakan. Sintesis naratif mengidentifikasi tiga tema utama: (1) interdependensi well-being dosen dan persepsi kualitas mengajar melalui relasi dosen-mahasiswa; (2) burnout sebagai mediator penurunan kualitas interaksi dan pengajaran; dan (3) faktor anteseden seperti kepribadian, beban kerja, dan dukungan institusi. Temuan menunjukkan bahwa well-being dosen berasosiasi dengan kualitas interaksi pembelajaran, meskipun bukti pada jenjang pendidikan tinggi, khususnya di konteks Indonesia masih terbatas dibandingkan literatur guru K-12. Implikasi praktis diarahkan pada kebijakan whole-institution untuk mendukung kesejahteraan dosen sebagai bagian dari penjaminan mutu pengajaran.

Kata kunci: lecturer well-being, kualitas mengajar, persepsi mahasiswa, systematic review, pendidikan tinggi

Abstract

Lecturer well-being is increasingly recognized not merely as a personal matter but as a factor contributing to the quality of teaching and learning as perceived by students. This article aims to synthesize and critically appraise empirical evidence regarding the relationship between lecturer well-being and perceived teaching quality. Employing a Systematic Critical Review approach guided by PRISMA 2020, a search was conducted across Scopus, Web of Science, ERIC, ProQuest, and Sinta databases, yielding 18 studies meeting the eligibility criteria. Narrative synthesis identified three major themes: (1) the interdependence of lecturer well-being and perceived teaching quality through lecturer-student relationships; (2) burnout as a mediator of declining interaction and teaching quality; and (3) antecedent factors such as personality, workload, and institutional support. Findings indicate that lecturer well-being is associated with the quality of learning interactions, although evidence at the higher-education level particularly within the Indonesian context remains limited compared to K-12 teacher literature. Practical implications point toward whole-institution policies that support lecturer well-being as part of teaching quality assurance.

Keywords: lecturer well-being, teaching quality, student perception, systematic review, higher education