HUBUNGAN KEBERSYUKURAN DENGAN TEACHER WELL-BEING PADA GURU YANG MENGAJAR DI SEKOLAH DASAR INKLUSI

Abstract

This research aims to find the relationship between gratitude and teacher well-being for teachers who teach in inclusive elementary schools. The research method used is quantitative with descriptive analysis techniques and correlation analysis. The sample in this study was 185 inclusive elementary school teachers obtained by purposive sampling technique. The gratitude variable was measured using The Gratitude Questionnaire-Six Item Form (GQ-6) developed by McCullough, Emmons, and Tsang (2002) and the teacher well-being variable was measured using the Teacher Well-Being Scale (TWBS) developed by Collie et al. (2015). The results of the correlation analysis show that there is a significant relationship towards positive gratitude with teacher well-being for teachers who teach in inclusive elementary schools. The positive relationship between gratitude and teacher well-being is defined as the higher the gratitude, the higher the teacher well-being of teachers who teach in inclusive elementary schools.  Penelitian ini dilakukan untuk mengetahui hubungan kebersyukuran dengan teacher well-being pada guru yang mengajar di sekolah dasar inklusi. Metode penelitian yang digunakan adalah kuantitatif dengan teknik analisis deskriptif dan analisis korelasi. Sampel dalam penelitian ini adalah 185 orang guru sekolah dasar inklusi yang didapat dengan teknik purposive sampling. Variabel kebersyukuran diukur dengan menggunakan The Gratitude Questionnaire-Six Item Form (GQ-6) yang dikembangkan oleh McCullough, Emmons, dan Tsang (2002) dan variabel teacher well-being diukur menggunakan Teacher Well-Being Scale (TWBS) yang dikembangkan oleh Collie et al., (2015). Hasil analisis korelasi menunjukkan bahwa terdapat hubungan signifikan ke arah positif kebersyukuran dengan teacher well-being pada guru yang mengajar di sekolah dasar inklusi. Hubungan positif antara kebersyukuran dengan teacher well-being diartikan sebagai semakin tinggi kebersyukuran maka akan semakin tinggi pula teacher well-being pada guru yang mengajar di sekolah dasar inklusi