Meningkatkan Ketahanan Mental pada Guru: Memaknai Stres Kerja Melalui Perspektif yang Positif

Nisrina Hanun Iftadi; Suwanda Priyadi; Taufik  Imansyah; Muhammad Harisuddin  Al-Munawwar; Icha Triya  Amanda; Farah Hanifah  Nuraini

doi:10.33379/icom.v4i2.4613

Authors

Nisrina Hanun Iftadi Universitas Muhammadiyah Surakarta, Indonesia
Suwanda Priyadi Universitas Muhammadiyah Surakarta, Indonesia
Taufik Imansyah Universitas Muhammadiyah Surakarta, Indonesia
Muhammad Harisuddin Al-Munawwar Universitas Muhammadiyah Surakarta, Indonesia
Icha Triya Amanda Universitas Muhammadiyah Surakarta, Indonesia
Farah Hanifah Nuraini Universitas Muhammadiyah Surakarta, Indonesia

DOI:

https://doi.org/10.33379/icom.v4i2.4613

Keywords:

Job Stress, Stress Management, Teacher

Abstract

Teaching is considered as one of the jobs that is prone to high level of stress globally, this is related to the high workload and demands in dealing with students and parents. The lack of ability to manage job stress on teacher can bring harm effects such as worsening physical dan psychological health of teacher, worse learning experiences and quality outcomes, and reduce student achievement as well. The activities was aimed to help teachers to develop their ability in managing stress by providing knowledge about the positive sides of job stress and how to manage the stress effectively. The activities were carried out using lectures method and interactive discussion with the audiences. The measurement of the activities effectiveness was carried out using online questionnaire distributed through google form to 55 participants. The result of analysis showed that the activities was effective to increase the knowledge of the participants (p<0.001).

References

Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health, 19(17), Article 17. https://doi.org/10.3390/ijerph191710706

Arismunandar, A., H, N., Wahed, A., Wijaya, H., & Haris, H. (2022). The source of teacher work stress: A factor analysis approach. Jurnal Cakrawala Pendidikan, 41(1), Article 1. https://doi.org/10.21831/cp.v41i1.41611

Awada, M., Becerik Gerber, B., Lucas, G. M., & Roll, S. C. (2024). Stress appraisal in the workplace and its associations with productivity and mood: Insights from a multimodal machine learning analysis. PLOS ONE, 19(1), e0296468. https://doi.org/10.1371/journal.pone.0296468

Braun, A., Weiss, S., & Kiel, E. (2020). How to cope with stress? The stress-inducing cognitions of teacher trainees and resulting implications for teacher education. European Journal of Teacher Education, 43(2), 191–209. https://doi.org/10.1080/02619768.2019.1686479

Gaol, N. T. L. (2021). Faktor-Faktor Penyebab Guru Mengalami Stres di Sekolah. Educational Guidance and Counseling Development Journal, 4(1), Article 1. https://doi.org/10.24014/egcdj.v4i1.11781

Glock, S., Kleen, H., & Morgenroth, S. (2019). Stress Among Teachers: Exploring the Role of Cultural Diversity in Schools. Journal of Experimental Education, 87(4), 696–713. Scopus. https://doi.org/10.1080/00220973.2019.1574700

Issom, F. L., & Fachrurozzy. (2022). The Effect Of Teacher Stress On Teacher Well-Being In Teachers Who Teach On Inclusive Elementary School. Jurnal Penelitian Dan Pengukuran Psikologi: JPPP, 11(02), Article 02. https://doi.org/10.21009/JPPP.112.03

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping (11. [print.]). Springer.

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714

Madigan, D. J., Kim, L. E., Glandorf, H. L., & Kavanagh, O. (2023). Teacher burnout and physical health: A systematic review. International Journal of Educational Research, 119, 102173. https://doi.org/10.1016/j.ijer.2023.102173

Mijakoski, D., Cheptea, D., Marca, S. C., Shoman, Y., Caglayan, C., Bugge, M. D., Gnesi, M., Godderis, L., Kiran, S., McElvenny, D. M., Mediouni, Z., Mesot, O., Minov, J., Nena, E., Otelea, M., Pranjic, N., Mehlum, I. S., van der Molen, H. F., & Canu, I. G. (2022). Determinants of Burnout among Teachers: A Systematic Review of Longitudinal Studies. International Journal of Environmental Research and Public Health, 19(9), Article 9. https://doi.org/10.3390/ijerph19095776

Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2023). A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing. International Journal of Environmental Research and Public Health, 20(12), Article 12. https://doi.org/10.3390/ijerph20126070

Putri, A. A., Hapsari, A., & Lestari, R. (2023). Psikoedukasi Untuk Menurunkan Stres Warga Binaan di Lembaga Pemasyarakatan. Abdi Psikonomi, 90–96. https://doi.org/10.23917/psikonomi.v4i2.2300

Rajesh, C., Ashok, L., Rao, C. R., Kamath, V. G., Kamath, A., Sekaran, V. C., Devaramane, V., & Swamy, V. T. (2022). Psychological well-being and coping strategies among secondary school teachers: A cross-sectional study. Journal of Education and Health Promotion, 11, 152. https://doi.org/10.4103/jehp.jehp_1248_21

Ramberg, J., Brolin Låftman, S., Åkerstedt, T., & Modin, B. (2020). Teacher Stress and Students’ School Well-being: The Case of Upper Secondary Schools in Stockholm. Scandinavian Journal of Educational Research, 64(6), 816–830. https://doi.org/10.1080/00313831.2019.1623308

Riggio, R. E., & Johnson, S. K. (2022). Introduction to Industrial/Organizational Psychology. Taylor & Francis.

Wong, V., Ruble, L. A., Yu, Y., & McGrew, J. H. (2017). Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes. Exceptional children, 83(4), 412–427. https://doi.org/10.1177/0014402917690729

Zhao, W., Liao, X., Li, Q., Jiang, W., & Ding, W. (2022). The Relationship Between Teacher Job Stress and Burnout: A Moderated Mediation Model. Frontiers in Psychology, 12, 784243. https://doi.org/10.3389/fpsyg.2021.784243