International Journal of Religion 2024 Volume: 5| Number 5 | pp. 248 – 261 ISSN: 2633-352X (Print) | ISSN: 2633-3538 (Online) ijor.co.uk DOI: https://doi.org/10.61707/2syk5m87 On Emotional Exhaustion, Job Satisfaction, and Job Performance of Indonesian Elementary School Teachers Basilius Redan Werang 1 , Ni Wayan Rati 2 , Seli Marlina Radja Leba 3 , Sandra Ingried Asaloei 4 and Djeinnie Imbang 5 Abstract This study was intended to describe the prospective correlation between emotional exhaustion and both job satisfaction and the performance of teachers. We utilized three survey questionnaires to collect data. Research data were derived from a total number of 157 teachers working in the Catholic elementary schools of Southern Papua Province, Indonesia, who have conveniently been established as samples. Research data were statistically analyzed using a simple linear regression analysis technique by employing the Statistical Package for the Social Sciences (SPSS) version 21. Results of statistical analysis showed that the job satisfaction and performance of teachers working in the Catholic elementary schools of Southern Papua Province are significantly negatively related to their emotional exhaustion. These findings underscore the critical need for interventions addressing emotional well-being within the teaching profession, emphasizing the urgency for supportive structures, workload management, and tailored training to mitigate emotional exhaustion's detrimental effects on teachers' satisfaction and performance, ultimately aiming for a healthier and more effective educational environment. Keywords: Emotional Exhaustion, Job Performance, Job Satisfaction INTRODUCTION Given the immense societal pressures impacting the development of the nation's youth, the performance of educators holds pivotal significance for various stakeholders, including school administrators, parents, policymakers, and the broader community. Despite the inherent nobility of the teaching profession, it remains arduous, demanding exceptional commitment and resilience, particularly for those serving in remote regions of Southern Papua (Werang, 2018). The significant issue of teacher absenteeism in Indonesia, highlighted by Unicef (2012), McKenzie et al. (2014), and Werang et al. (2017, 2019), alongside the enduring challenge of low academic attainment among Indigenous Papuan students (Leba et al., 2021; Sianturi et al., 2018; Werang & Leba, 2022; Zaini, 2010; Zhang & Sheu, 2012), underscores the urgent need for research focusing on the emotional exhaustion of teachers as a potential determinant of their absenteeism from their respective schools. Emotional exhaustion, alongside negative feelings towards colleagues (depersonalization) and a sense of diminished personal achievement, constitutes a significant aspect of burnout. This concept has been extensively discussed by Maslach (1982), Maslach and Jackson (1981), Maslach and Goldberg (1998), and Schaufeli et al. (2009). Maslach et al. (1996) particularly underscored emotional exhaustion as the primary facet of burnout, while Pines and Aronson (1988) included physical exhaustion, such as constant fatigue. In the context of teacher burnout, depersonalization refers to maintaining negative and cynical attitudes toward students or colleagues. Reduced personal accomplishment reflects teachers' tendencies to perceive their work as less meaningful or impactful. (Maslach, 1982; Maslach & Jackson, 1981; Maslach & Goldberg, 1998; Schaufeli et al., 2009). Maslach et al. (1996) emphasized that feelings of stress and depletion serve as primary indicators of emotional exhaustion. This psychological condition is recognized as a central element of burnout, a topic extensively explored by various scholars (e.g., Bolton, 2012; Borritz et al., 2006; Cordess & Dougherty, 1993; Cropanzano 1 Ganesha University of Education, Singaraja, Bali, Indonesia. E-mail: werang267@undiksha.ac.id 2 Ganesha University of Education, Singaraja, Bali, Indonesia 3 Musamus University, Merauke, Papua Selatan, Indonesia 4 Sam Ratulangi University, Manado, Sulawesi Utara, Indonesia 5 Sam Ratulangi University, Manado, Sulawesi Utara, Indonesia