Distres kerja merupakan masalah serius yang memengaruhi kesejahteraan mental dan kinerja guru PAUD. Penelitian ini menjelaskan gambaran dan menganalisis faktor risiko distres kerja pada guru PAUD di Kecamatan Sukasari, Kota Bandung, tahun 2025, dengan fokus pada tiga arena, yaitu work (beban kerja dan tekanan waktu, fasilitas sekolah, kategori kelas, hubungan interpersonal, kepuasan kerja, masa kerja, dan kebutuhan khusus murid), home (status pernikahan, ekonomi keluarga, dan home-work interface), dan individual (usia, kemampuan koping, kuantitas dan kualitas tidur). Desain cross-sectional digunakan dengan pendekatan kuantitatif dan melibatkan 81 guru. Data dikumpulkan melalui kuesioner yang mencakup instrumen NIOSH GJSQ, COPSOQ III, WDQ, Brief-COPE, dan PSQI, kemudian dianalisis menggunakan uji Chi-Square dan odds ratio (OR). Sebanyak 22,2% guru mengalami distres kerja. Faktor yang berhubungan signifikan meliputi fasilitas sekolah (p=0,032; OR=0,19), kepuasan kerja (p=0,001; OR=6,02), masa kerja (p=0,012), kebutuhan khusus murid (p=0,031; OR=0,31), dan kualitas tidur (p=0,010; OR=6,4). Sementara itu, faktor lainnya tidak menunjukkan hubungan signifikan secara statistik. Distres kerja pada guru PAUD dipengaruhi faktor risiko work dan individual arena. Intervensi holistik mencakup penyesuaian kebijakan sekolah, peningkatan kepuasan kerja, pengembangan profesional, hingga manajemen tidur direkomendasikan untuk mengurangi risiko distres

---

Occupational distress is a serious issue that significantly impacts mental well-being and performance of early childhood education teachers. This study aims to describe the characteristics and analyze the risk factors of occupational distress among early childhood education teachers in Sukasari District, Bandung City, in 2025, focusing on three arenas: work (workload and time pressure, school facilities, class category, interpersonal relationships, job satisfaction, work tenure, and students' special needs), home (marital status, family economy, and home-work interface), and individual (age, coping skills, sleep quantity, and quality). Using a cross-sectional quantitative design, 81 teachers completed questionnaires (NIOSH GJSQ, COPSOQ III, WDQ, Brief-COPE, PSQI), analyzed via Chi-Square and odds ratio (OR). Results showed that 22.2% of teachers experienced occupational distress. Significant factors included school facilities (p=0.032; OR=0.19), job satisfaction (p=0.001; OR=6.02), work tenure (p=0.012), students’ special-needs (p=0.031; OR=0.31), and sleep quality (p=0.010; OR=6.4). Other factors showed no statistically significant association. Occupational distress in teachers is influenced by work and individual arenas. A holistic intervention approach, encompassing school policy adjustments, job satisfaction enhancement, professional development, and sleep management, is recommended to mitigate risks of distress.