Influence of Religiosity on Occupational Well-Being and the Role of Mindfulness as a Mediator in Kindergarten Teachers as the SDGs Implementation

Abstract

Early childhood educators are among those professionals susceptible to excessive job-related stressors. This study explores the relationship between religiosity, mindfulness, and occupational well-being and analyzes mindfulness's role as a mediator between religiosity and occupational well-being. Employing a quantitative correlational method, the study's population comprised 177 teachers from Aashiya Kindergarten in Sidoarjo. The Krejcie Morgan table with a 5% error margin determined a sample size of 118 teachers. The sampling technique used in data collection is accidental sampling techniques, using Google Forms to collect the data. Research instruments for religiosity, mindfulness, and occupational well-being were adapted, translated from previous studies, and validated for reliability. Data analysis used mediation analysis with path analysis technique, using JASP software. Findings indicated partial mediation, revealing that mindfulness mediates the relationship between religiosity and occupational well-being. Results imply that when accompanied by mindfulness, teachers' religiosity level can have a significant positive impact on early childhood teachers. This research can also be reference to future for well-being research in the context of occupation among teacher.