Abstract
This study examines the mediating role of teacher workload on the relationship between teaching skills and self-regulation among secondary school teachers in Kapalong. The research employs a quantitative, non-experimental design, utilizing descriptive-correlational techniques and mediation analysis to explore these dynamics. The participants, 109 secondary school teachers from three public institutions in Kapalong, were selected through stratified random sampling. The study leverages validated instruments to measure teaching skills, self-regulation, and workload dimensions, ensuring methodological rigor. Key findings reveal that teaching skills, comprising preparation, classroom techniques, and subject matter understanding, significantly influence self-regulation aspects such as teacher role disposition, role performance, and self-evaluation. Teacher workload, divided into academic and non-academic responsibilities, mediates this relationship, highlighting its critical role in educational settings. The mediation analysis underscores that effective workload management enhances teachers' ability to regulate themselves, thus improving instructional quality and overall job satisfaction. The results emphasize the need for policies and professional development initiatives that address workload challenges while promoting teaching competencies and self-regulation practices. By fostering a supportive environment and providing adequate resources, educational stakeholders can mitigate stressors, enhance teacher well-being, and ensure high teaching standards. This study contributes to the discourse on teacher workload management and its implications for educational quality, offering actionable insights for administrators, policymakers, and researchers.
