Pengaruh self-efficacy guru terhadap burnout pada guru anak berkebutuhan khusus di Kepulauan Riau = The effects of teacher self-efficacy towards burnout in special needs teacher in Riau Islands

Tanmas, Vivien (2021) Pengaruh self-efficacy guru terhadap burnout pada guru anak berkebutuhan khusus di Kepulauan Riau = The effects of teacher self-efficacy towards burnout in special needs teacher in Riau Islands. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Guru ABK berada dalam iklim kerja dengan standar dan ekspektasi yang lebih tinggi daripada guru pada sekolah umum dikarenakan kebutuhan dan keterbatasan anak didiknya. Adapun hal tersebut dapat menyebabkan stres tinggi yang dapat berujung pada burnout. Ketika guru ABK mengalami burnout, maka pendidikan menjadi tidak efektif, perkembangan potensi ABK menjadi tidak maksimal, dan institusi atau sekolah akan dirugikan dengan performa guru yang kurang baik yang menurunkan kualitas pendidikan di sekolah tersebut. Namun tidak semua guru ABK mengalami burnout, hal ini dikarenakan masing-masing guru memiliki karakteristik individu yang berbeda, sehingga cara mereka mengatasi stres yang muncul dari pekerjaannya akan berbeda juga. Salah satu karakteristik individu yang dapat berperan adalah self-efficacy atau penilaian seorang guru mengenai kemampuannya dalam mengajar. Dengan memiliki self-efficacy yang baik, diduga dapat mengurangi kecenderungan burnout yang dialami oleh para guru ABK. Maka penelitian ini ditujukan untuk melihat pengaruh dari self-efficacy guru terhadap burnout pada guru ABK di Kepulauan Riau. Penelitian dilakukan secara kuantitatif pada 46 partisipan dengan menggunakan instrumen Teacher’s Sense of Efficacy Scale (TSES) dan Oldenburg Burnout Inventory (OLBI). Hasil menunjukkan bahwa self-efficacy guru memiliki pengaruh yang signifikan terhadap burnout sebesar 10.9% dan 89.1% dipengaruhi oleh faktor lain. Hasil mengenai analisis data demografis juga turut didiskusikan. / Special needs teachers are working in a climate with higher standards and expectations than general teachers due to their students’ needs and disabilities. These higher standards can cause teachers to have higher stress levels which may lead to burnout. Burnout in special needs teachers may cause ineffective teaching, insignificant development of students’ potential and decrease in the quality of education offered. However, not all special needs teachers experience burnout. This may be related to teachers’ personal characteristics which may affect the way they process and cope with stress. One of the personal characteristics that might contribute in teacher burnout is self-efficacy, which is a teacher’s perception regarding their competence in teaching. Teachers with a higher sense of self-efficacy may experience lower levels of burnout. Hence, the objective of this research is to discern the effects of self-efficacy towards burnout in special needs teachers in Riau Islands. This research was conducted using quantitative measures towards 46 participants using the Teacher’s Sense of Efficacy Scale (TSES) and Oldenburg Burnout Inventory (OLBI). The results of this research shows that self-efficacy has a significant effect towards burnout by 10.9%. Findings on demographic factors were also discussed further.

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