PENGARUH STRES GURU TERHADAP TEACHER WELL-BEING PADA GURU YANG MENGAJAR DI SEKOLAH DASAR INKLUSI

FACHRUROZZY, . (2021) PENGARUH STRES GURU TERHADAP TEACHER WELL-BEING PADA GURU YANG MENGAJAR DI SEKOLAH DASAR INKLUSI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilakukan untuk mengetahui pengaruh stres guru terhadap teacher well-being pada guru yang mengajar di sekolah dasar inklusi. Metode penelitian yang digunakan adalah kuantitatif dengan teknik analisis regresi linear satu prediktor. Sampel dalam penelitian ini adalah 117 orang guru sekolah dasar inklusi yang didapat dengan teknik accidental sampling. Variabel stres guru diukur dengan menggunakan Teacher Stress Inventory (TSI) yang dikembangkan oleh Collie et al. (2015) dan variabel teacher well-being diukur menggunakan Teacher Well-Being Scale (TWBS) yang dikembangkan oleh Fimian & Fastenau (1990). Hasil penelitian menunjukkan nilai signifikansi (ρ) sebesar 0.000 yang lebih kecil dari 0.05, dan diketahui nilai F hitung sebesar 29.795 dan F tabel sebesar 3.92. Hal tersebut menunjukkan bahwa terdapat pengaruh yang signifikan dari stres guru terhadap teacher well-being pada guru yang mengajar sekolah dasar inklusi. Maka dapat disimpulkan apabila guru mengalami tingkat stres yang tinggi akan menurunkan tingkat teacher well-being mereka. Selain itu, didapatkan nilai R Square sebesar 0.206 yang berarti stres guru memiliki pengaruh sebesar 20.6% terhadap teacher well-being pada guru yang mengajar di sekolah dasar inklusi. This research aims to find effects of teachers’ stress on teacher well-being in teachers of inclusive elementary schools. This is a quantitative research with one predictor linear regression analysis. Samples in this research were 117 inclusive elementary schools collected using the accidental sampling. Variable of teachers’ stress was measured using Teacher Stress Inventory (TSI) developed by Collie et al. (2015) and variable of teacher well-being was measured using Teacher Well-Being Scale (TWBS) developed by Firman & Fastenau (1990). The research results showed significance value (ρ) OG 0.000, which was smaller than 0.5, and it was found that F-count was 29.795 and F-table was 3.92. It meant that teachers’ stress provided significant effects on teacher well-being in teachers of inclusive elementary schools. This study concluded that if teachers experience high levels of stress, it will reduce their level of teacher well-being. In addition, it was found that R-square was 0.206, which meant that teachers’ stress provided effect of 20.6% on teacher well-being in teachers of inclusive elementary schools.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Fitri Lestari Issom, M.Si; 2). Erik, M.Si.
Subjects:	Filsafat, Psikologi & Agama > Psikologi, Ilmu Jiwa Pendidikan > Pendidikan Dasar Pendidikan > Pendidikan Khusus Pendidikan > Psikologi Pendidikan
Divisions:	FPPsi > S1 Psikologi
Depositing User:	Users 12566 not found.
Date Deposited:	10 Sep 2021 01:37
Last Modified:	10 Sep 2021 01:37
URI:	http://repository.unj.ac.id/id/eprint/19899

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