The Effect of Administrative Workload and Perceived Appreciation on Teacher Resilience at SMAN 2 Bangkinang Kota

Abstract

In the context of increasing bureaucratic demands in education, teachers are required to manage various administrative responsibilities that may affect their professional capacity, while institutional appreciation is expected to function as a supportive resource. This study aims to examine the effect of administrative workload and perceived appreciation on teacher resilience at Sekolah Menengah Atas Negeri (SMAN) 2 Bangkinang Kota. This study employed a quantitative approach with a causal associative design. The sample consisted of 74 teachers selected through total sampling. Data were collected using Likert-scale questionnaires as the primary instrument, supported by interviews and documentation. Data were analyzed using multiple linear regression to examine both partial and simultaneous effects.The results show that administrative workload has a statistically significant but relatively small effect on teacher resilience (t = 2.087, p = 0.040; R² = 0.057), indicating a weak contribution. In contrast, perceived appreciation has a strong and highly significant effect (t = 7.937, p < 0.001; R² = 0.467), indicating a substantial contribution and a more dominant role in influencing teacher resilience. Simultaneously, both variables significantly affect teacher resilience (F = 34.579, p < 0.001), explaining 49.3% of the variance.These findings suggest that while administrative workload represents a structural challenge, perceived appreciation serves as a key resource in strengthening teacher resilience. This study provides empirical evidence that enhancing institutional appreciation mechanisms is essential to support teachers in coping with increasing administrative demands.