Stress Levels Among Honorary Teachers in Schools in Banten Province, Indonesia: A Quantitative Descriptive-Comparative Study

This study examines stress levels among honorary teachers in Banten Province, Indonesia, and investigates whether stress levels differ significantly by gender. A quantitative descriptive-comparative design was employed with a non-experimental, cross-sectional approach. A total of 109 honorary teachers were selected using purposive sampling from various schools across Banten Province. Stress was measured using the seven-item stress subscale of the Depression Anxiety Stress Scale-21 (DASS-21). Data were analyzed using descriptive statistics, Cronbach's Alpha reliability testing, assumption testing, and an independent samples t-test. Cohen's d was calculated to estimate the effect size of gender-based differences. The findings reveal that most respondents (69 teachers, 63.3%) were in the normal stress category. However, 31 teachers (28.4%) experienced moderate to extremely severe stress, indicating that a meaningful subgroup of honorary teachers requires institutional attention and mental health support. The DASS-21 stress subscale demonstrated good internal consistency, with a Cronbach's alpha of 0.888. The independent samples t-test indicated no significant difference in stress levels between male and female honorary teachers, t(107) = -0.482, p = 0.631, Cohen's d = -0.117. This suggests that gender does not meaningfully differentiate stress experiences among honorary teachers and that occupational stress in this population is better explained by shared structural working conditions such as employment insecurity, workload demands, limited compensation, and institutional support. This study provides original empirical evidence on occupational stress among non-permanent educators in Indonesia and emphasizes the importance of accurate DASS-21 stress subscale scoring in interpreting psychological distress. The findings have practical implications for schools, local education authorities, and policymakers in developing stress-monitoring programs, counseling services, workload management strategies, and welfare policies for honorary teachers.