Work

Gender and Subject Differences in Teacher Anxiety Linked to Digital Technology Interference in Rural Islamic Schools

Year: 2026

Type: article

Abstract: Digital technology interference has emerged as a critical driver of teacher anxiety in rural Islamic schools, particularly in Aceh, Indonesia, where Islamic values and traditional educational institutions shape teachers' professional identities. Using a quantitative cross‑sectional design, this study surveyed 195 in‑service teachers (science, social studies, and elementary) with the Anxiety Scale for the Teaching Profession (α = .89), using independent t‑tests, ANOVA, and Pearson correlations. Science teachers reported significantly higher anxiety than social studies and elementary teachers (F(2, 192) = 4.37, p = .014, η² = .04). Male teachers showed higher anxiety than females (t(193) = 2.81, p = .005, d = .45), potentially reflecting gendered role expectations in Acehnese Islamic schools, whereas primary‑school teachers showed no significant gender difference. Anxiety did not correlate with grade level (r = .12, p = .098). These findings highlight the need for culturally responsive psychological and pedagogical support.

Source: Jurnal Psikologi Islam dan Budaya

DOI: 10.15575/jpib.v9i2.55027

Authors: Ika Apriani Fata, Haiyun Nisa, Widia Yulia Viridanda

Institution: Universitas Syiah Kuala

Language: English

Topic: Occupational Health and Burnout

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Gender equality

Open Access status: gold

Estimated APC paid: $19