Pengaruh Burnout Terhadap Psychological Well-Being Pada Guru Anak Berkebutuhan Khusus

Anggita, Debby (2022) Pengaruh Burnout Terhadap Psychological Well-Being Pada Guru Anak Berkebutuhan Khusus. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Seorang guru dengan murid berkebutuhan khusus cenderung lebih rentan untuk terkena burnout. Hal ini dikarenakan berbagai tantangan khusus dan juga beban kerja yang perlu dihadapinya untuk mengeluarkan ide serta inisiatif yang lebih maksimal agar mampu memenuhi kebutuhan edukasi para murid berkebutuhan khusus. Menurut penelitian sebelumnya, terdapat hubungan yang negatif antara burnout dan psychological well-being, dan ditemukan juga bahwa penelitian burnout terhadap guru anak berkebutuhan masih sangat minim. Penelitian ini bertujuan untuk mengetahui apakah burnout memiliki pengaruh terhadap psychological well-being pada guru anak berkebutuhan khusus. Partisipan dalam penelitian ini adalah guru yang memiliki murid berkebutuhan khusus (N=60). Penelitian ini menggunakan metode kuantitatif dengan instrumen Maslach’s Burnout Inventory dan Ryff’s Psychological Well-Being Scale. Hasil penelitian menunjukkan bahwa terdapat pengaruh dari burnout terhadap psychological well-being sebesar 55,7% sedangkan sisanya sebesar 44,3% dipengaruhi oleh variabel atau faktor lain (R2 = 0,557, p < 0,001). Selain itu, hasil uji korelasi yang ditemukan menunjukkan hasil yang signifikan yaitu, <0,001. Dengan nilai koefisien korelasi -0.747 menunjukkan bahwa adanya korelasi negatif antara burnout dan psychological well-being / A teacher with special needs students tends to be more prone to burnout. This is due to the various special challenges and workloads that needs to be faced to issue a more optimal ideas and initiatives in order to be able to meet the educational needs of students with special needs. Based on previous research, burnout has a negative correlation with psychological well-being. According to previous research, it is found that there is a negative relationship between burnout and psychological well-being, and it is also found that burnout researches on teachers with special needs students are still very minimal. Thus, this study aims to determine whether burnout has an influence on the psychological well-being of teachers with special needs student. Participants in this study are teachers who are currently teaching special needs students (N=60). This study uses a quantitative method with Maslach’s Burnout Inventory and Ryff’s Psychological Well-Being Scale as its research instrument. Results shows that there is an impact of burnout towards psychological well-being of 55,7% while the remaining 44,3% is influenced by other variables or factors (R2 = 0,557, p < 0,001). In addition, the results of correlation analysis are found to show significant results, namely <0,001. With a correlation coefficient value of -0,747, it shows that there is a negative correlation between burnout and psychological well-being.

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