Teacher Well-Being: the Teachers Perspective in the Special Region of Yogyakarta
DOI:
https://doi.org/10.29240/jsmp.v7i2.8421Abstract
The role of a teacher is vital to creating an effective and efficient educational process. Not everyone can become a teacher or lecturer because they are considered a profession that demands professionalism. Nonetheless, the role of a teacher in the educational process is not commensurate with the welfare conditions felt by the teachers; the workload is quite heavy, with emotional demands causing negative suggestions for teachers regarding their work. It is appropriate for policymakers related to the world of education to pay more attention to the construct of well-being in teachers. The aim of this research, thus, is to discover teachers' perspectives on teacher well-being that they experience while being teachers, starting from two attitudes in implementing teacher well-being (affective and cognitive), as well as what factors make them persist as teachers. This research used qualitative methods. The informants involved in this research were five teachers in the Special Region of Yogyakarta. Based on the data collection method, a triangulation test of sources, techniques, and time was carried out to test the validity of the data. This research revealed six aspects of teacher well-being, encompassing positive relationships with other people, autonomy, personal growth, environmental mastery, self-acceptance, and purpose in life. Family support and a positive view of the teaching profession are essential to improving teachers' well-being.
Downloads
References
Arum, Farida Fitrianing, and Muzakkin Muzakki. 2022. “Workload, WorkS Stress, and Work Environment Are Essential Predictors of Teacher Well Being: Empirical Study.†E-Jurnal: Ecobisme (Jurnal Ekonomi, Bisnis, Dan Manajemen) 9(2):1–14.
Bragger, Jennifer Denicolis, Ofelia Rodriguez-Srednicki, Eugene J. Kutcher, Lisa Indovino, and Erin Rosner. 2005. “Work-Family Conflict, Work-Family Culture, and Organizational Citizenship Behavior among Teachers.†Journal of Business and Psychology 20(2):303–24. doi: 10.1007/s10869-005-8266-0.
Chan, Vincci, Chi Yue Chiu, Sau Lai Lee, Iris Leung, and Yuk Yue Tong. 2020. “Growth Mindset as a Personal Preference Predicts Teachers’ Favorable Evaluation of Positive Education as an Imported Practice When Institutional and Normative Support for It Are Both Strong or Both Weak.†Frontiers in Psychology 11. doi: 10.3389/fpsyg.2020.00934.
Darmawan, Cecep. 2020. “Implementasi Kebijakan Profesi Guru Menurut Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru Dan Dosen Dalam Perspektif Hukum Pendidikan.†Wacana Paramarta: Jurnal Ilmu Hukum 19(2):61–67. doi: /10.32816/paramarta.v19i2.86.
Fachrurozzy, Fachrurozzy, and Fitri Lestari Issom. 2022. “Pengaruh Stres Guru Terhadap Kesejahteraan Guru Pada Guru Yang Mengajar Di Sekolah Dasar Inklusif.†JPPP: Jurnal Penelitian Dan Pengukuran Psikologi 11(02):76–83. doi: 10.21009/jppp.112.03.
Faizah, Faizah, Ulifa Rahma, Eleonara Vena Agusta, and Yuliezar Perwira Dara. 2021. “Suppression Sebagai Mediator Peranan Emotional Job Demand Terhadap Teacher Well-Being.†Jurnal Sains Psikologi 10(1):55–65. doi: /10.17977/um023v10i12021p55-65.
Hidayati, Dian, Arief Kurniawan, and Ibnu Asakir. 2023. “The Effect Of Teacher Well-Being, Teacher Competency, And Teacher Commitment To Improving School Quality.†Tadbir : Jurnal Studi Manajemen Pendidikan 7(1):103. doi: 10.29240/jsmp.v7i1.5595.
Johari, Johanim, Fee Yean Tan, and Zati Iwani Tjik Zukarnain. 2016. “Autonomy, Workload, Worklife Balance and Job Performance Teachers.†International Journal for Researcher Development 7(1):63–83.
Kusumiati, Ratriana Y. E., and Ester Hestiningsih. 2022. “Hubungan Antara Grit Dengan Subjective Well-Being Pada Guru Honorer.†JBKI: Jurnal Bimbingan Dan Konseling Indonesia 7(2):1–8. doi: /10.23887/jurnal_bk.v7i2.1066.
Luoma, Jason B., and Melissa G. Platt. 2015. “Shame, Self-Criticism, Self-Stigma, and Compassion in Acceptance and Commitment Therapy.†Current Opinion in Psychology 2:97–101. doi: 10.1016/j.copsyc.2014.12.016.
Moelong, Lexi J. 1989. Metodologi Penelitian Kualitatif. XII. Bandung: Remaja Rosdakarya.
Pertiwi, Mahesti, Ajheng Mulamukti Asih Pratiwi, and Anissa Rizky Andriany. 2021. “Hubungan Antara Subjective Well-Being Dengan Burnout Pada Guru Anak Berkebutuhan Khusus Selama Pandemi Covid-19.†Syntax Idea 3(4):711–21. doi: 10.36418/syntax-idea.1154.
Purwaningrum, Ribut, and Kristiana Firdausi. 2022. “Psychological Well-Being Guru BK Sebagai Professional Helper Di Sekolah.†Jurnal Konseling Gusjigang 8(2):129–40. doi: 10.24176/jkg.v8i2.6811.
Republik Indonesia. 2005. Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru Dan Dosen.
Saleh, Airin Yustikarini, and Sekar Aulia Winesa. 2020. “Resiliensi Sebagai Prediktor Teacher Well-Being.†Mind Set: Jurnal Ilmiah Psikologi 11(2):116–28. doi: /10.35814/mindset.v11i02.1446.
Sugiyono. 2011. Metode Penelitian Pendidikan, Pendekatan Kualitatif,Kuantitatif Dan R&D. Bandung: Alfabeta.
Trihantoyo, Syunu, and Dicky Ilmansyah. 2022. “Kepemimpinan Positif Kepala Sekolah Dalam Mewujudkan Teacher Well Being.†Inspirasi Manajemen Pendidikan 10(2):384–98.
Wilson, Claire, Lisa Marks Woolfson, and Kevin Durkin. 2020. “School Environment and Mastery Experience as Predictors of Teachers’ Self-Efficacy Beliefs Towards Inclusive Teaching.†International Journal of Inclusive Education 24(2):218–34. doi: 10.1080/13603116.2018.1455901.
Zee, Marjolein, and Helma M. Y. Koomen. 2016. “Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research.†Review of Educational Research 86(4):981–1015. doi: 10.3102/0034654315626801
This work is licensed under a 