Self Care: Realizing Professionalism and Mental Health for Teachers

Abstract

This study aims to describe the importance of self-care in realizing professionalism and mental health among teachers. Using a descriptive qualitative method, this study examines teachers' experiences and understanding in maintaining a balance between professional demands and personal well-being. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that self-care is an important aspect that helps teachers maintain their physical, mental, and emotional health, thereby positively impacting their work effectiveness and the quality of learning. Self-awareness, workplace support, and school policies that support teacher well-being are the main factors supporting the implementation of self-care. Teachers who are able to manage themselves well are not only more professional, but also create a positive and inspiring learning atmosphere.