Kesejahteraan Minda Guru Program Pendidikan Khas Integrasi (PPKI) Masalah Pembelajaran
Abstract
ABSTRAK: Guru merupakan tunjang penting dalam mendidik dan membentuk ahklak dan sahsiah anak murid. Kesejahteraan minda guru pendidikan khas sering terpengaruh terutamanya semasa berdepan dengan karenah murid berkeperluan khas yang tidak dapat dikawal. Kajian ini bertujuan meninjau kesejahteraan minda guru Program Pendidikan Khas Integrasi Masalah Pembelajaran (GPKMP) dari daerah Petaling Utama, Selangor berdasarkan faktor demografi jantina dan pengalaman mengajar. Kajian ini menggunakan pendekatan kuantitatif melalui kaedah tinjauan keratan rentas. Model kesejahteraan psikologikal Ryff (1995) telah dipilih dan diadaptasi mengikut keperluan kajian. Satu set soal selidik versi terjemahan telah diadaptasi daripada skala Depression, Anxiety, Stress (DASS-21 Short Form) dengan nilai pekali Alpha Cronbach α = 0.948 telah diedarkan kepada responden secara dalam talian. Seramai140 orang GPKMP direkrut melalui persampelan rawak mudah. Perisian Statistical Package for Social Sciences (SPSS) versi 26 telah diguna pakai untuk menjalankan proses menganalisis dapatan data. Hasil analisis deskriptif menunjukkan bahawa guru pendidikan khas mempunyai tahap kesejahteraan minda dari segi tekanan dan kemurungan yang normal dan juga tahap keresahan yang ringan. Justeru itu, dapatan analisis Ujian Mann Whitney U mendapati tidak terdapat perbezaan skor kesejahteraan minda berdasarkan faktor jantina. Dapatan analisis Kruskal Wallis turut melaporkan tidak terdapat perbezaan signifikan antara kesejahteraan minda dengan pengalaman mengajar. Dengan ini dapat dirumuskan bahawa faktor demografi jantina dan pengalaman mengajar tidak memberi kesan terhadap kesejahteraan minda responden. Langkah pencegahan perlu diambil oleh pelbagai pihak yang terlibat agarnya kesejahteraan minda guru dapat dikekalkan pada tahap yang baik. Pengalaman emosi positif dan keperluan kesejahteraan dalam kalangan guru wajar dipelihara dan dipertingkatkan sebelum ia menjelma menjadi isu yang membimbingkan.
References
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Mamat, M. (2022). 648 guru di Melaka alami tekanan, kemurungan. Berita Harian, 26 Julai: 1
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Manual inventori Kesejahteraan Minda Guru. Fakulti Pendidikan. Universiti Kebangsaan Malaysia.
Marican, S. (2006). Penyelidikan Sains Sosial Pendekatan Pragmatik. Edusystem Sdn. Bhd.
Martínez-Ramón, J. P., Morales-Rodríguez, F. M., & Pérez-López, S. (2021). Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network. Applied Sciences. 2021, 11, 8206.
Memon, M. A., Ting, H., Cheah, H., Thurasamy, R., Chuah, F., & Cham T. H. (2020). Sample Size For Survey Research: Review And Recommendations. Journal of Applied Structural Equation Modeling: 4(2),i-xx,June2020
Méndez, I., Martínez-Ramón, J. P., Ruiz-Esteban, C. & García-Fernández, J. M. (2020). Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. International Journal of Environmental Research and Public Health 2020, 17, 6760;
Mensah, A. (2021). Job Stress and Mental Well-Being among Working Men and Women in Europe: The Mediating Role of Social Support. International Journal of Environmental Research and Public Health 2021, 18, 2494.
Mokhtar, S. B. (2018). Model Kesejahteraan Psikologi Berasaskan Ihsan Kendiri, Sokongan Sosial Dan Kesejahteraan Spiritual Dalam Konteks Guru Pendidikan Khas Masalah Pembelajaran. Universiti Sains Malaysia.
Molero, P. P., Ortega, F. Z., Ubago Jimenez, J. L. & Valero, G. G. (2019). Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Social Sciences. 2019, 8, 185; doi:10.3390/socsci8060185
Musa, R., Fadzil, M. A., & Zain, Z. (2007). Translation, validation and psychometric properties of Bahasa Malaysia version of the Depression Anxiety and Stress Scales (DASS). ASEAN Journal of Psychiatry 2007;8 (2):82-89.
OECD (2020). TALIS 2018 Results (Volume ll): Teachers and School Leaders as Valued Professionals. TALIS, OECD Publishing, Paris.
Othman, Z. & Sivasubramaniam,V. (2019). Depression, Anxiety, and Stress among Secondary School Teachers in Klang, Malaysia. International Medical Journal Vol. 26, No. 2, page 71 – 74.
Ozamiz-Etxebarria, N., Mondragon, N. I., Bueno- Notivol, J., Perez- Moreno, M. & Santabarbana, J. (2021). Prevalence of Anxiety, Depression, and Stress among Teachers during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis. Brain Science. 2021, 11, 1172.
Park, E., & Shin, M. (2020) . A Meta-Analysis of Special Education Teachers’ Burnout. SAGE Open April-June 2020: 1–18.
Razak, N. A. & Kutty, F. M. (2021). Daya Tahan, Strategi Daya Tindak Serta Hubungannya Terhadap Tahap Kesejahteraan Psikologi Guru. Malaysian Journal of Social Sciences and Humanities (MJSSH), Volume 6, Issue 3, (page 171 - 179)
Ryff, C. D. (2018). Well-Being With Soul: Science in Pursuit of Human Potential. Perspectives on Psychological Science 2018, Vol. 13(2) 242–248
Sa’don Zubir, S. (2019). Isu Dan Cabaran Guru Pendidikan Khas Di Malaysia Dan Amerika Syarikat: Satu Kajian Perbandingan. Jurnal al-Sirat. Bil. 18 Vol. 1 :170-184
Saravanan, K. & Lakshmi, K. M. (2017). A Study on Occupational Stress among Teachers of Higher Secondary Schools in Nagappattinam District. Journal of Teacher Education and Research. Volume 12, Number 2, December 2017, page 144-156
Sardella, A., Lenzo, V., Basile, G., Musetti, A., Franceschini, C. & Quattropani, M.C. (2022). Gender and Psychosocial Differences in Psychological Resilience among a Community of Older Adults during the COVID-19 Pandemic. Journal of Personalized Medicine. 2022, 12, 1414.
Savill- Smith, C. & Scanlan, D. (2022). Teacher Well Being Index 2022. Education Suport
Scanlan, D. & Savill- Smith, C. (2021). Teacher Well Being Index 2021. Education Suport
Schleicher, A. & OECD. (2020), Teaching and Learning International Survey (TALIS) 2018: Insights and Interpretations. OECD Publishing, Paris.
Tabachnick, B. G. & Fidell, L. S. (2019). Using Multivariate Statistics (7th ed.). New York: Pearson Publishers.
Tembren, A. & Tahar, M. M. (2022). Penerimaan Guru Terhadap Pelaksanaan Program Pendidikan Khas Integrasi (PPKI) Di Daerah Sibu. Jurnal Dunia Pendidikan
Wu, T. J., Wang, L. Y. & Gao, J. Y. (2020). Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective. International Journal of Environmental Research and Public Health 2020, 17, 6884;
Zulkifli, Z., Hashim, I. H. M., & Yahaya, M. (2022). Teachers Wellbeing in Malaysia: A Review. International Journal of Academic Research in Progressive Education and Development, 11(1), 703–712.
Amran, H. A., Majid, R. A., & Ali, M. M. (2019). Cabaran Guru Pendidikan Khas Pada Abad Ke-21. International Journal of Education, Psychology and Counseling, 4(26), 113-122.
Anastasiou, S., & Belious, E. (2020). Effect of Age on Job Satisfaction and Emotional Exhaustion of Primary School Teachers in Greece. European Journal of Investigation in Health, Psychology and Education. 2020, 10, 644–655;
Bakar, N. A. & Tahar, M. M. (2019). Competency Level of Special Education Integration Program Teachers in Conducting Assessment on Students with Learning Disabilities. Journal of ICSAR ISSN (print): 2548-8619; ISSN (online): 2548-8600 Volume 3 Number 1 January 2019
Barbieri, B., Sulis, I., Porcu, M. & Toland, M. D. (2019). Italian Teachers’ Well-Being Within the High School Context: Evidence From a Large Scale Survey. Frontiers in Psychology. 10:1926.
Benevene, P., De Stasio, S. & Fiorilli, C. (2020). Editorial: Well-Being of School Teachers in Their Work Environment. Frontiers in Psychology. 11:1239.
Billingsley, B., & Bettini, E. (2019). Special Education Teacher Attrition and Retention: A Review of the Literature. Review of Educational Research Month 201X, Vol. XX, No. X, pp. 1–48
Cohen, L., Manion, L., & Morrison K. (2000). Research Methods in Education Fifth edition. Routledge Falmer. Taylor & Francis Group
Denis, D. J. (2021). Applied Univariate, Bivariate, And Multivariate Statistics: Understanding Statistics For Social And Natural Scientists, With Applications In Spss And R (Second Edition). John Wiley and Sons, Inc.
Fu, W., Wang, C., Tang, W., Lu, S. & Wang, Y. (2021). Emotional Intelligence and Well-Being of Special Education Teachers in China: The Mediating Role of Work-Engagement. Frontiers in Psychology. 12:696561.
Ghani, M. Z., Ahmad, A. C. & Ibrahim, S. (2014). Stress among Special Education Teachers in Malaysia. Social and Behavioral Sciences 114 (2014): 4–13.
Helliwell, J. F., Layard, R., Sachs, J. D., De Neve, J. E., Aknin, L. B. & Wang, S. (2022). World Happiness Report 2022. United Nations.
Hong, X., Liu, Q. & Zhang, M. (2021). Dual Stressors and Female Pre-school Teachers’ Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict. Frontiers in Psychology. 12:691498
Jabatan Perangkaan Malaysia (DOSM). (2022). Laporan Indeks Kebahagiaan Rakyat Malaysia 2021. Jabatan Perangkaan Malaysia Department of Statistics, Malaysia.
Karakose, T., Yirci, R., & Papadakis, S. (2022). Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling. International Journal of Environmental Research and Public Health 2022, 19, 1951. https://doi.org/10.3390/ ijerph19041951
Kementerian Pendidikan Malaysia. (2020). Journal Psikologi Dan Kaunseling. Bahagian Psikologi dan Kaunseling. Bilangan 11 . ISSN 1985-3602
Khan, A. M. M., Jameel, H. T. & Nabeel, T. (2021). Covid-19 Pandemic: Difficulties Faced By Special Education Teachers During Emergency Remote Teaching Through Online Learning And Their Opinions. Journal of Arts and Social Sciences 8 (2), 78-84
Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological measurement 30(3): 607- 610.
Leow, K., Lee, C. E. & Leow, S. (2020). Job Satisfaction and Mental Wellbeing among High School Teachers in Malaysia. Jurnal Psikologi Malaysia 34 (3) (2020): 128-139 ISSN-2289-8174
Li, S. (2021). Psychological Well Being, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review. Frontiers in Psychology. 12:720340.
Lovibond, S. H. & Lovibond, P. F. (1995). Manual for the Depression Anxiety Stress Scales. 2nd Edition, Psychology Foundation, Sydney.
Mahfuz, S., Sharazad, W., & Sulaiman, W. (2020). Hubungan Faktor Psikososial Pekerjaan terhadap Penglibatan Kerja dalam Kalangan Penjawat Awam. Akademika 90(2), 2020: 51-62
Mamat, M. (2022). 648 guru di Melaka alami tekanan, kemurungan. Berita Harian, 26 Julai: 1
Mamo, D. (2022). Burnout among public primary school teachers in Dire Dawa administrative region, Ethiopia. Frontiers In Education. 7: 994313.
Manual inventori Kesejahteraan Minda Guru. Fakulti Pendidikan. Universiti Kebangsaan Malaysia.
Marican, S. (2006). Penyelidikan Sains Sosial Pendekatan Pragmatik. Edusystem Sdn. Bhd.
Martínez-Ramón, J. P., Morales-Rodríguez, F. M., & Pérez-López, S. (2021). Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network. Applied Sciences. 2021, 11, 8206.
Memon, M. A., Ting, H., Cheah, H., Thurasamy, R., Chuah, F., & Cham T. H. (2020). Sample Size For Survey Research: Review And Recommendations. Journal of Applied Structural Equation Modeling: 4(2),i-xx,June2020
Méndez, I., Martínez-Ramón, J. P., Ruiz-Esteban, C. & García-Fernández, J. M. (2020). Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. International Journal of Environmental Research and Public Health 2020, 17, 6760;
Mensah, A. (2021). Job Stress and Mental Well-Being among Working Men and Women in Europe: The Mediating Role of Social Support. International Journal of Environmental Research and Public Health 2021, 18, 2494.
Mokhtar, S. B. (2018). Model Kesejahteraan Psikologi Berasaskan Ihsan Kendiri, Sokongan Sosial Dan Kesejahteraan Spiritual Dalam Konteks Guru Pendidikan Khas Masalah Pembelajaran. Universiti Sains Malaysia.
Molero, P. P., Ortega, F. Z., Ubago Jimenez, J. L. & Valero, G. G. (2019). Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Social Sciences. 2019, 8, 185; doi:10.3390/socsci8060185
Musa, R., Fadzil, M. A., & Zain, Z. (2007). Translation, validation and psychometric properties of Bahasa Malaysia version of the Depression Anxiety and Stress Scales (DASS). ASEAN Journal of Psychiatry 2007;8 (2):82-89.
OECD (2020). TALIS 2018 Results (Volume ll): Teachers and School Leaders as Valued Professionals. TALIS, OECD Publishing, Paris.
Othman, Z. & Sivasubramaniam,V. (2019). Depression, Anxiety, and Stress among Secondary School Teachers in Klang, Malaysia. International Medical Journal Vol. 26, No. 2, page 71 – 74.
Ozamiz-Etxebarria, N., Mondragon, N. I., Bueno- Notivol, J., Perez- Moreno, M. & Santabarbana, J. (2021). Prevalence of Anxiety, Depression, and Stress among Teachers during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis. Brain Science. 2021, 11, 1172.
Park, E., & Shin, M. (2020) . A Meta-Analysis of Special Education Teachers’ Burnout. SAGE Open April-June 2020: 1–18.
Razak, N. A. & Kutty, F. M. (2021). Daya Tahan, Strategi Daya Tindak Serta Hubungannya Terhadap Tahap Kesejahteraan Psikologi Guru. Malaysian Journal of Social Sciences and Humanities (MJSSH), Volume 6, Issue 3, (page 171 - 179)
Ryff, C. D. (2018). Well-Being With Soul: Science in Pursuit of Human Potential. Perspectives on Psychological Science 2018, Vol. 13(2) 242–248
Sa’don Zubir, S. (2019). Isu Dan Cabaran Guru Pendidikan Khas Di Malaysia Dan Amerika Syarikat: Satu Kajian Perbandingan. Jurnal al-Sirat. Bil. 18 Vol. 1 :170-184
Saravanan, K. & Lakshmi, K. M. (2017). A Study on Occupational Stress among Teachers of Higher Secondary Schools in Nagappattinam District. Journal of Teacher Education and Research. Volume 12, Number 2, December 2017, page 144-156
Sardella, A., Lenzo, V., Basile, G., Musetti, A., Franceschini, C. & Quattropani, M.C. (2022). Gender and Psychosocial Differences in Psychological Resilience among a Community of Older Adults during the COVID-19 Pandemic. Journal of Personalized Medicine. 2022, 12, 1414.
Savill- Smith, C. & Scanlan, D. (2022). Teacher Well Being Index 2022. Education Suport
Scanlan, D. & Savill- Smith, C. (2021). Teacher Well Being Index 2021. Education Suport
Schleicher, A. & OECD. (2020), Teaching and Learning International Survey (TALIS) 2018: Insights and Interpretations. OECD Publishing, Paris.
Tabachnick, B. G. & Fidell, L. S. (2019). Using Multivariate Statistics (7th ed.). New York: Pearson Publishers.
Tembren, A. & Tahar, M. M. (2022). Penerimaan Guru Terhadap Pelaksanaan Program Pendidikan Khas Integrasi (PPKI) Di Daerah Sibu. Jurnal Dunia Pendidikan
Wu, T. J., Wang, L. Y. & Gao, J. Y. (2020). Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective. International Journal of Environmental Research and Public Health 2020, 17, 6884;
Zulkifli, Z., Hashim, I. H. M., & Yahaya, M. (2022). Teachers Wellbeing in Malaysia: A Review. International Journal of Academic Research in Progressive Education and Development, 11(1), 703–712.
Published
2023-03-31
How to Cite
SHI YAO, Loo; TAHAR, Mohd Mokhtar.
Kesejahteraan Minda Guru Program Pendidikan Khas Integrasi (PPKI) Masalah Pembelajaran.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 1, p. 452-466, mar. 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/21494>. Date accessed: 03 oct. 2023.
Section
Articles
