The Well-Being of Early Childhood Teachers in Indonesia: Promoting Empathy to Mitigate Burnout
Rizkyanti, C.A., Mufiedatussalam, S. (2026). The Well-Being of Early Childhood Teachers in Indonesia: Promoting Empathy to Mitigate Burnout. In: Amzat, I.H., Khalifa, M. (eds) Handbook of Teachers’ Voices in the Global South. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-95-2423-5_1

Abstract
The well-being of teachers in the early childhood education (ECE) is a critical determinant of a high-quality learning environment. Nevertheless, burnout has been identified as a significant challenge due to the emotional demands inherent in the teaching profession. While extensive research has examined teacher burnout, the mediating role of empathy in mitigating its impact on well-being remains underexplored, especially in the Indonesian context. Therefore, this study aims to examine empathy as the mediator to reduce burnout and enhance well-being among ECE teachers in Indonesia. A quantitative research approach was utilized, employing a cross-sectional survey distributed to 526 early childhood teachers from diverse age groups and educational backgrounds in Indonesia. Data were collected using standardized instruments to assess well-being, burnout, and empathy and were subsequently analyzed using descriptive statistics and linear regression analysis through the PROCESS mediation tool. The findings from the descriptive analysis indicated that early childhood teachers exhibited high levels of well-being and empathy, whereas burnout levels were relatively low. It also demonstrated that burnout significantly predicted well-being both directly and indirectly. However, the presence of empathy was found to enhance teacher well-being, suggesting its critical role in buffering the negative effects of burnout. This study underscores the importance of empathy in mitigating the adverse consequences of burnout among early childhood teachers in Indonesia. By incorporating empathy-building initiatives into teacher training programs and institutional support systems, policymakers and educational stakeholders can formulate more sustainable strategies to enhance teacher well-being and cultivate a healthier educational environment.
Navigating the Challenges: The Complex Landscape of Teacher In-Service Training in Indonesia.
Sumintono, B., Ridwan, A. and Hakim, L.N. (2026). Navigating the Challenges: The Complex Landscape of Teacher In-Service Training in Indonesia. In: Hamzat, I.H. and Khalifa, M. (eds). Handbook of Teachers’ Voices in the Global South: Wellbeing, Development and Identity. Springer. https://link.springer.com/rwe/10.1007/978-981-95-2423-5_33
Abstract
This chapter investigates the five-decade evolution of teacher in-service training in Indonesia. Based on literature review of key academic and policy-related sources, this chapter attempts to trace the historical development of the professional development initiatives. The analysis highlights two distinct periods, namely, the centralized New Order (1970s–1990s) and the decentralized Reform Era (2000s–present). Teacher in-service training during the New Order era was characterized by large-scale state initiatives such as PKG and SPKG assisted with international support. In contrast, the decentralized reform era was marked by numerous efforts such as CLCC project, MGMP groups, and the Guru Penggerak program. Although the programs in the New Order era had broad reach, they struggled with coordination and limited local engagement. Whereas in the Reform Era, decentralization was brought, shifting authority to local governments and resulting in varied, often fragmented training efforts. The introduction of teacher certification program in 2007 not only marked a significant policy shift but also revealed challenges and gaps in program quality and inclusivity. It has been very common across all eras with cascade training models and a consistent emphasis on student-centered learning. This chapter reveals that the impact of the training programs remains hindered due to persistent challenges such as Indonesia’s vast geography, bureaucratic inefficiencies, and inconsistent implementation of the in-service teacher training programs. Finally, this chapter argues that while in-service training remains vital, deeper systematic changes in terms of how teachers are prepared, supported, and evaluated are needed to truly uplift the quality of teachers.
Rural youth empowerment through the agricultural entrepreneurship program model Youth Entrepreneurship and Employment Support Services (YESS): The case of the Miduana Indigenous Community in Indonesia
Anugrah, I. S., Hakim, L. N., Carolina, C., Margono, T., Husmiati, H., Basuki, S., & Purwasantana, D. (2026). Rural youth empowerment through the agricultural entrepreneurship program model Youth Entrepreneurship and Employment Support Services (YESS): The case of the Miduana Indigenous Community in Indonesia. In R. Dutta & S. Trivedi (Eds.), Agripreneurship, digital inclusion and sustainability: Rural innovation and growth in the Global South (pp. 14–31). CABI. https://doi.org/10.1079/9781836992646.0002
Internationalizing Deep Islam
Summerfield, E., & Hemay, S. (2026). Internationalizing Deep Islam. In: Dhiman, S. (eds) The Palgrave Encyclopedia of Leadership and Organizational Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51650-4_185-1
Abstract
This chapter outlines a case study of the philosophical and pragmatic leadership of the new Indonesian International Islamic University (UIII), interpreted through the lens of a Western management theory. It argues that Islam, especially since 9/11, has become overidentified in the West as a menacing, politicized force which has diminished a view of the deep spiritual principles contained in the religion. Indonesia, as the world’s largest Muslim nation, presents a counternarrative to this Western stereotype, exemplified by the mission of UIII and embodied in the leadership of its founding Rectors. The chapter further argues the correspondence between the first principles of the leadership of UIII and the systems thinking method articulated by Peter Senge in his seminal text The Fifth Discipline: the Art and Practice of the Learning Organization. It does so in order to demonstrate the commonalities between Senge’s Western vision of a learning organization and that of UIII, and so further erode the sense of menacing otherness contained in the widespread stereotype of Islam.
Improving Community Capacity Building in Education: Indonesian Experience

Mutohar, A. and Sumintono, B. (2026). "Improving Community Capacity Building in Education: Indonesian Experience" In Li, J. & Chan, P.W.K. Global Perspectives on Community Education and Learning SocietyDiversities, Challenges and Strategies. Routledge. https://www.routledge.com/Global-Perspectives-on-Community-Education-and-Learning-Society-Diversities-Challenges-and-Strategies/Li-CHAN/p/book/9781041233350
Effective Leadership for Turnaround Schools: An Indonesian Perspective
Hariri, H., Sumintono, B., Mukhlis, H., Mutohar, A. (2025). Effective Leadership for Turnaround Schools: An Indonesian Perspective. In: Liu, P., Thien, L.M. (eds) Turnaround Leadership in Southeast Asian Countries. Springer, Singapore. https://doi.org/10.1007/978-981-96-7894-5_6
Abstract
Leadership is pivotal in the success of a school, particularly when it undergoes a transformation from a low-performing school to an effective one, referred to as a turnaround school. However, little is understood about the notion of turnaround school, especially in developing countries like Indonesia. This research aims to reveal the leadership strategies implemented in Indonesian primary schools that have successfully executed a turnaround from unfavourable conditions. Employing a qualitative interpretive approach to deeply explore the intricate dynamics of educational leadership in Indonesian schools, we conducted in-depth interviews with three principals recognised for bringing about significant change in their institutions as well as ten teachers who worked in those schools.
School Leadership Resilience During the COVID-19 Pandemic: Indonesian Experience

Mutohar, A., Sumintono, B., Julianto, V. (2025). School Leadership Resilience During the COVID-19 Pandemic: Indonesian Experience. In: Zainuddin, Z., Sumintono, B., Perera, C.J. (eds) Resilient and Sustainable Education Futures. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-96-4971-6_12
Islamic Leadership and School Resilience in Times of Crisis: Lessons from Indonesian Primary Schools Post-COVID-19 Pandemic

Hariri, H., Mukhlis, H., Sumintono, B., Supriyono (2025). Islamic Leadership and School Resilience in Times of Crisis: Lessons from Indonesian Primary Schools Post-COVID-19 Pandemic. In: Zainuddin, Z., Sumintono, B., Perera, C.J. (eds) Resilient and Sustainable Education Futures. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-96-4971-6_13
Navigating Teacher Agency: Implementing an Innovative Literacy Teaching Model in Indonesian Classrooms
Durriyah, T.L., Dewayani, S., Parlindungan, F. (2025). Navigating Teacher Agency: Implementing an Innovative Literacy Teaching Model in Indonesian Classrooms. In: Zainuddin, Z., Sumintono, B., Perera, C.J. (eds) Resilient and Sustainable Education Futures. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-96-4971-6_17
School Digitalization Strategies in Non-strategic Setting: Insights from Islamic Boarding Schools in Rural Indonesia
Supriyono, Numan, M., Mumtaz, M.F. (2025). School Digitalization Strategies in Non-strategic Setting: Insights from Islamic Boarding Schools in Rural Indonesia. In: Zainuddin, Z., Sumintono, B., Perera, C.J. (eds) Resilient and Sustainable Education Futures. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-96-4971-6_11

