1. Home
  2. Vol 8, No 2 (2021)
  3. Dara

Kesejahteraan guru: Apakah tuntutan emosional kerja dan kepercayaan pada rekan kerja itu penting?

Yuliezar Perwira Dara(1*),Sayyidah Aisyah(2),Faizah Faizah(3),Ulifa Rahma(4)
(1) Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Brawijaya, Kota Malang
(2) Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Brawijaya, Kota Malang
(3) Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Brawijaya, Kota Malang
(4) Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Brawijaya, Kota Malang
(*) Corresponding Author
DOI : 10.20527/ecopsy.2021.06.010

Abstract

Berprofesi sebagai guru merupakan profesi yang kompleks, karena guru dihadapkan pada tugas mendidik maupun administratif yang memakan banyak waktu untuk  menyelesaikan keduanya. Data menunjukkan bahwa terdapat penurunan jumlah masyarakat yang berprofesi sebagai guru dari tahun 2014 hingga 2019 karena banyaknya tuntutan dari sekolah namun tidak sebanding dengan well-being yang dirasakan. Kesejahteraan guru atau teacher well-being merupakan salah satu permasalahan yang terjadi di Indonesia dalam bidang pendidikan. Bahkan disebutkan pada penelitian 2017 di Indonesia, bahwa guru merupakan profesi yang rentan dengan stres tinggi. Trust in colleagues atau mempercayai pihak lain dengan menganggap kolega sebagai seorang yang baik hati, dapat diandalkan, jujur dan open-minded dipercaya memiliki peran positif untuk membuat guru termotivasi dan mendorong guru untuk saling berbagi perasaan dengan tulus kepada koleganya. Penelitian ini bertujuan untuk melihat peran emotional job demands (EJD) dan trust in colleagues (TIC) terhadap teacher well-being (TWB), secara simultan dan secara parsial. Populasi dan sampel penelitian ini adalah guru pendidikan formal (SD, SMP, SMA sederajat) dengan sampel sebanyak 565 responden. Penelitian ini menggunakan teknik sampling accidental sampling. Penelitian ini diukur menggunakan instrumen Emotional Job Demands of Teaching Scale yang terdiri dari empatbutir, Omnibus Trust Scale sebanyak delapan butir, dan Teacher Well-Being Scale sebanyak 16 butir yang mana ketiganya telah ditransadaptasi dan telah disesuaikan dengan konteks penelitian pada guru di Indonesia. Analisis data pada penelitian ini menggunakan teknik multiple-regression. Berdasarkan hasil uji multiple regression, secara simultan dan parsial, emotional job demands dan trust in colleagues merupakan prediktor yang signifikan terhadap teacher well-being.

Keywords


Tuntutan emosional kerja; kepercayaan pada rekan kerja; kesejahteraan guru

References


Adams, C. (2008). Building trust in schools: A review of the empirical evidence. In W. Hoy & M. DiPaola (Eds.), Improving schools: Studies in leadership and

culture (pp. 29–54). Information Age.

Ansar, M. (2016, November 7). Menjadi guru itu profesi mulia. https://psmk.kemdikbud.go.id/konten/2042/menjadi-guru-itu-profesi-mulia

Atmaka, D. (2004). Tips menjadi guru kreatif. Yrama Widya.

Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115

Bakker, A. B., & Demerouti, E. (2014). Job demands-resources theory. Work and Wellbeing, 3(2), 37-64. https://doi.org/10.1002/9781118539415.wbwell019

Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology,22(3), 273-285. https://doi.org/10.1037/ocp0000056

Brotheridge., C.M., & Lee, R. T. (2002). Testing a Conservation of Resources Model of the Dynamics of Emotional Labor. Journal of Occupational Health Psychology, 7(1), 57–67. https://doi.org/10.1037//1076-8998.7.1.57

Collie, R. J. (2010). Social and emotional learning and school climate: Predictors of teacher stress, job satisfaction, and sense of efficacy. University of British Columbia.

Collie, R. J. (2014). Understanding teacher well-being and motivation: measurement, theory, and change over time [Doctoral dissertation, University of British Columbia]. http://hdl.handle.net/2429/46025.

Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33, 744-756. https://doi.org/10.1177/0734282915587990

Diputra, R. (2018, Mei 16). Peningkatan kesejahteraan guru demi kualitas pendidikan yang lebih baik. Okenews. https://nasional.okezone.com/read/2018/05/16/337/1898991/peningkatan-kesejahteraan-guru-demi-kualitas-pendidikan-yang-lebih-baik

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499

Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 543–547. https://doi.org/10.1080/17439760903157232

Geving, A. (2007). Identifying the types of student and teacher behaviors associated with teacher stres. Teaching and Teacher Education, 23(5), 624-640. https://doi.org/10.1016/j.tate.2007.02.006

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology. 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001

Hoy, W. K., & Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools: The omnibus T-scale. In W. K. Hoy & C. G. Miskel, In Studies in Leading and Organizing Schools (Issue 2003, pp. 181–208). Information Age.

Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2004). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187.https://doi.org/10.1108/02683940510579803

Lee, J. C., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of a professional learning community , faculty trust in colleagues and collective ef fi cacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820–830. https://doi.org/10.1016/j.tate.2011.01.006

Louis, K. S. (2007). Trust and improvement in schools. Journal of Eduational Change, 8, 1–24. https://doi.org/10.1007/s10833-006-9015-5

Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709–734. https://doi.org/10.5465/amr.1995.9508080335

Mustofa, A. (2020). Online Learning ditengah pandemi Covid-19. Radarbali.id. https://radarbali.jawapos.com/read/2020/04/24/190653/online-learning-di-tengah-pandemi-covid-19

Nitta, T., Deguchi, Y., Iwasaki, S., Kanchika, M., & Inoue, K. (2018). Depression and occupational stress in Japanese school principals and vice-principals. Occupational Medicine, 69(1), 39–46. https://doi.org/10.1093/occmed/kqy149

Srinalia. (2015). Faktor-faktor penyebab rendahnya kinerja guru dan korelasinya terhadap pembinaan siswa : Studi kasus di SMAN 1 Darul Imarah Aceh Besar. Jurnal Ilmiah DIDAKTIKA, 15(2), 193–207. http://dx.doi.org/10.22373/jid.v15i2.580

Peng, K. Z., Kong, H., & Che, H. (2010). The missing link between emotional demands and exhaustion. Journal of Managerial Psychology, 25(7), 777–798. https://doi.org/10.1108/02683941011075300

Petegem, K. Van, Aelterman, Æ. A., Keer, H. Van, & Rosseel, Æ. Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Soc Indic Res. 85, 279–291. https://doi.org/10.1007/s11205-007-9093-7

Purnomo, H. (2018, Maret 14). Pandangan dan masukan dari Federasi Serikat Guru Indonesia, Laporan Singkat panja Standar Nasional Dikdasmen Komisi X DPR RI. Rapat Dengar Pendapat Umum.

Putri, J. (2020, April 4). Tingkat Stres Lebih Besar Saat Belajar di Rumah. Wartakota.https://wartakota.tribunnews.com/2020/04/04/tingkat-stres-lebih-besar-saat-belajar-di-rumah?page=3

Rania, A. (2020). Jumlah guru di Indonesia, 2014-2019. Lokadata. https://lokadata.id/data/jumlah-guru-di-indonesia-2014-2019-1585298885

Ryan, R. M., & Deci, E. L. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. In Valery I., Chirkov, Richard M. Ryan, & Kennon M. Sheldon. Human Autonomy in Cross-Cultural Context, Cross-Cultural Advancements in Positive Psychology(45–64). Springer https://doi.org/10.1007/978-90-481-9667-8

Schaufeli, W., & Taris, T. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In Georg F. Bauer & Oliver Hämmig, Bridging Occupational, Organizational and Public Health (43-68). Springer. https://doi.org/10.1007/978-94-007-5640-3_4

Taris, T. W., & Schreurs, P. J. G. (2009). Explaining worker strain and learning: How important are emotional job demands? Anxiety, Stress & Coping, 22(3), 245–262. https://doi.org/10.1080/10615800802460401

Tschannen-Moran, M., & Hoy, W. K. (2000). A Multidisciplinary analysis of the nature, meaning, andmeasurement of trust. Review of Educational Research, 70(4), 547–593. https://doi.org/10.3102/00346543070004547

Veldhoven, M. Van, & Jonge, J. De. (2005). The relationship between work characteristics and employee health and well-being: How much complexity do we really need? International Journal of Stress Management, 12(1), 3–28. https://doi.org/10.1037/1072-5245.12.1.3

Wong, C., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude : An exploratory study. The Leadership Quarterly, 13, 243–274. https://doi.org/10.1016/s1048-9843(02)00099-1

Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence. Teachers and Teaching, 21(7), 789–810. doi:10.1080/13540602.2014.995482

Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: A Job Demands-Resources Model. Frontiers in Psychology, 9(NOV), 1–13. https://doi.org/10.3389/fpsyg.2018.02395

Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health Article, 13(907), 1–16. https://doi.org/10.3390/ijerph13090907


Article Statistic

Abstract view : 2208 times
PDF (Bahasa Indonesia) views : 1394 times

Dimensions Metrics

Article History

Submited : 8 October 2020
Published : 30 October 2021

How To Cite This :

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Yuliezar Perwira Dara, Sayyidah Aisyah, Faizah Faizah, Ulifa Rahma

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.