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"Penelitian ini berusaha melihat hubungan antara character strengths dan teacher efficacy pada guru sekolah menengah atas. Partisipan penelitian ini adalah guru SMK Negeri dan SMA Negeri yang berada di wilayah DKI Jakarta, sebanyak 79 orang. Character strengths diukur dengan menggunakan alat ukur yang dimodifikasi oleh peneliti berdasarkan instrumen VIA-IS {Value in Action Inventory Scale) yang dikembangkan oleh Manuel D Rhoda & Rhoda Mayerson Foundation. Teacher Efficacy diukur dengan menggunakan alat ukur yang dimodifikasi oleh peneliti berdasarkan instrumen OSTES {Ohio State Teacher Efficacy Sense) yang dikembangkan oleh Tschannen-Moran & Woolfolk Hoy (2001). Hasil penelitian ini menunjukkan bahwa ada hubungan yang signifikan antara character strengths dan teacher efficacy. Lima kekuatan khas pada partisipan adalah spirituality, gratitude, kindness, prudence, dan integrity. Selain itu, ditemukan pula bahwa usia berpengaruh terhadap teacher efficacy.The research is to see the correlation between character strengths and teacher efficacy of high school teacher. Participants of this study is the vocational and high school teachers are located in areas of Jakarta, as many as 79 people. Character strengths was measured by measurement tools that modified by researchers based on VIA-IS (Values in Action Inventory Scale) instruments developed by Manuel D & Rhoda Rhoda Mayerson Foundation. On the other, teacher efficacy was measured by measurement tools that modified by researcher based on OSTES (Ohio State Teacher Efficacy Sense) instrument developed by Tschannen-Moran & Woolfolk Hoy (2001). The results of this study indicate that there is significant correlation between Character Strengths and Teacher Efficacy. Five signature strengths to participants are spirituality, gratitude, kindness, prudence, and integrity. In addition, also found that the age effect on teacher efficacy."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher autonomy dan teacher engagement pada guru sekolah dasar. Teacher autonomy yang diukur meliputi pemilihan aktivitas dan kelengkapan pengajaran, peraturan atau standar-standar dalam kelas, perencanaan (termasuk urutan/rangkaian) instruksional, dan pengambilan keputusan atau pembuatan kebijakan melalui 18 item Teaching Autonomy Scale (TAS). Teacher engagement yang diukur meliputi dimensi kognitif, dimensi emosional, dimensi sosial kepada siswa, dan dan dimensi sosial kepada rekan guru menggunakan 16 item Engaged Teacher Scale (ETS). Partisipan penelitian ini adalah 84 orang guru sekolah dasar negeri di Jakarta. Berdasarkan teknik analisis korelasi Pearson Product Moment, tidak ditemukan hubungan positif yang signifikan antara teacher autonomy dan teacher engagement

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This study conducted to investigate the correlation between teacher autonomy and teacher engagement in elementary school teachers. Teacher autonomy consists of the selection of activities and teaching materials, regulations or standards in the classroom, instructional planning (including order/sequence), and decision-making or policy-making which measured by 18 items of Teaching Autonomy Scale (TAS). Teacher engagement was measured by 16 items Engaged Teacher Scale (ETS) which consist of four dimensions, that is cognitive engagement, emotional engagement, social engagement: students, and social engagement: colleagues. Participants of this study were 84 public elementary schools teachers in Jakarta. Based on Pearson Product Moment analysis, no significant positive correlation was found between teacher autonomy and teacher engagement"

"Pengembangan kreativitas murid merupakan peran penting untuk guru. Namun, situasi pandemic dan berbagai tekanan mengancam menurunkan well-being guru. Terdapat indikasi well-being guru memiliki pengaruh terhadap perilaku guru untuk menumbuhkan krestivitas murid. Oleh karena itu, penelitian ini dilakukan untuk melihat hubungan antara well-being guru dan Creativity Teaching Behavior (CFTB). Penelitian ini mengumpulkan sebanyak 285 partisipan guru sekolah menengah. Instrumen penelitian yang digunakan dalam studi ini adalah Teacher Subjective Well-being Questionnaire (TSWQ) milik Renshaw et al. (2015) dan Creativity Fostering Teacher Index (CFTI) Scale milik Soh (2000). Hasil analisa korelasi statistik menemukan bahwa terdapat hubungan yang signifikan antara well-being guru dengan CFTB (r = 0,503, p < 0,01). Hasil penelitian ini menunjukkan bahwa persepsi guru mengenai kehidupan yang sehat dan sukses di tempat kerjanya memiliki hubungan dengan perilaku guru untuk menumbuhkan kreativitas murid.

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Developing creativity in students are an important role for teacher. The pandemic and other pressure threatens to decrease the teacher’s well-being. There is an indication that teacher’s well-being effects their ability to foster creativity in students. Thus, this research is conducted to examine the correlation between teacher’s well-being dan Creativity Teaching Behavior (CFTB). The research has gathered 285 middle-school teachers as participants. Instrument used in this research is Teacher Subjective Well-being Questionnaire (TSWQ) from Renshaw et al. (2015) dan Creativity Fostering Teacher Index (CFTI) Scale from Soh (2000). The statistical analysis showed that there is a significant correlation between teacher’s well-being and CFTB (r = 0,503, p < 0,01). The results of this study indicate that there is a relationship between teachers' perceptions of a healthy and successful life in the workplace with teachers’ behavior to foster student creativity."

"Penelitian ini bertujuan untuk melihat hubungan antara teacher efficacy kepuasan kerja pada guru SD Negeri inklusi. Partisipan penelitian ini adalah guru SD Negeri inklusi yang berada di wilayah JABODETABEK sebanyak 77 orang. Kepuasan kerja diukur dengan menggunakan alat ukur yang dimodifikasi oleh peneliti berdasarkan instrumen JSS (Job Satisfaction Survey) yang dikembangkan oleh Paul E. Spector (1985) yang terdiri atas sembilan aspek kepuasan kerja seperti gaji, kenaikan pangkat, atasan, imbalan, penghargaan, kondisi operasi kerja, Rekan kerja, pekerjaan itu sendiri dan komunikasi. Teacher efficacy diukur dengan menggunakan alat ukur yang dimodifikasi oleh Winafaisal (2010) berdasarkan instrumen OSTES (Ohio State Teacher Efficacy Sense) yang dikembangkan oleh Tschannen-Moran & Woolfolk Hoy (2001) dengan tiga dimensi yakni Efficacy in Student Engagement, Efficacy in Instructional Strategies dan Efficacy in Classroom.Hasil penelitian ini menunjukkan bahwa ada hubungan yang signifikan antara kepuasan kerja dan teacher efficacy mengunakan teknik korelasi pearson (r = 0.249). Aspek nature of work pada kepuasan kerja juga memiliki korelasi positif dengan teacher efficacy (korelasi parsial = 0,336). Implikasi dari penelitian ini penting bagi pengembangan dunia pendidikan inklusi di Indonesia khususnya yang berkaitan dengan teacher efficacy dan kepuasan kerja bagi guru sekolah dasar negeri inklusi.

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The purpose of this study is to find out whether there is any between teacher efficacy and job satisfaction among public inclusive elementary school teachers. Participants of this study are inclusive public elementary school teacher located around JABODETABEK. Job satisfaction was measured by instrument modified by researcher based on JSS (Job Satisfaction Survey) which originally developed by Paul E. Spector (1985) with nine aspect of job satisfaction (Pay, Promotion, Supervision, Fringe Benefit, Contingen reward, Operating condition, Co-worker, Nature of work and Communication). Teacher efficacy was measured by instrument modified by Winafaisal (2010) based on OSTES (Ohio State Teacher Efficacy Sense) originally developed by Tschannen-Moran & Woolfolk Hoy (2001) with three dimention (Efficacy in Student Engagement, Efficacy in Instructional Strategies and Efficacy in Classroom Management).This current study shows that there is a significant correlation between job satisfaction and teacher efficacy using Pearson Correlation (r=0,249). The nature of work aspect in job satisfaction also has positive correlation with instructional engagement aspect in teacher efficacy (partial correlation= 0,336). This study has important implications for the development of inclusive education in Indonesia, particularly those related to teacher efficacy and job satisfaction for public inclusive elementary school teachers."

"Guru di sekolah dasar (SD) inklusif menghadapi beragam tantangan yang dapat berdampak pada penurunan performa guru dalam mengajar, termasuk perilaku mengembangkan kreativitas pada siswa. Penelitian ini bertujuan untuk mengetahui hubungan antara self-compassion guru SD inklusif dengan creativity fostering teacher behavior (CFTB). Penelitian yang melibatkan 143 partisipan guru ini menggunakan alat ukur CFTIndex untuk mengukur CFTB dan SWD untuk mengukur self-compassion . Hasil penelitian menggunakan Spearman’s rho menunjukkan ada hubungan yang signifikan antara self-compassion dan CFTB pada guru SD inklusif. Di sisi lain, dimensi self-kindness, self-judgment, common humanity, mindfulness , dan overidentification berhubungan secara signifikan dengan CFTB. Namun, hubungan yang tidak signifikan ditemukan pada dimensi isolation dan CFTB. Implikasi hasil penelitian ini adalah dapat menjadi pijakan bagi penelitian selanjutnya yang serupa dan meningkatkan kesadaran bagi pihak sekolah serta guru SD inklusif akan pentingnya self-compassion dalam pelaksanaan CFTB.

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Playing the role of a teacher in an inclusive elementary school does not rule out the possibility of facing challenges that can impact teacher performance in teaching, including fostering student’s creativity. This study aims to determine the relationship between self-compassion and creativity fostering teacher behavior (CFTB) in inclusive elementary school teachers. This study involved 143 participating class teachers and subject teachers at inclusive primary schools with at least 1 year of teaching experience. The instruments used are CFTIndex to measure CFTB  and SWD to measure self-compassion. The results of the study using Spearman's rho showed that there was a significant relationship between self-compassion and CFTB in inclusive elementary school teachers. In addition, the dimensions of self-kindness, self-judgment, common humanity, mindfulness, and overidentification are significantly related to CFTB. However, no significant relationship was found in the dimension of isolation and CFTB. The implication of the results of this study is that it can become a basis for further similar research and increase awareness for schools and inclusive elementary school teachers of the importance of self-compassion in the implementation of CFTB."

"Topik kesejahteraan pada guru menjadi pembahasan yang terus bergulir dari tahun ke tahun. Hingga saat ini, guru masih dianggap sebagai salah satu profesi dengan tingkat stres yang cukup tinggi, tak terkecuali guru di sekolah dasar yang tugasnya lebih menantang dibandingkan guru di jenjang pendidikan lain. Padahal, stres pada guru dapat memengaruhi berbagai aspek, bukan hanya terhadap proses belajar siswa, melainkan juga pemenuhan kebutuhan personal guru itu sendiri. Oleh karena itu, penting bagi guru untuk memiliki teacher subjective well-being yang baik. Salah satu faktor yang diduga dapat memengaruhi teacher subjective well-being adalah self-compassion. Penelitian ini hadir untuk mengeksplorasi hubungan antara self-compassion dan teacher subjective well-being pada guru sekolah dasar dengan menggunakan Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) dan Self-Compassion Scale (SCS-LF; Neff, 2003a). Melalui 224 partisipan yang mengikuti penelitian ini, ditemukan korelasi positif yang signifikan antara self-compassion dengan teacher subjective well-being (r = 0,389, p < 0,01). Dalam hal ini, komponen-komponen positif dalam self-compassion mampu membantu guru sekolah dasar memaknai perannya lebih dalam sehingga teacher subjective well-being pada guru meningkat.

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The topic of teacher well-being is commonly discussed over time. Up to this day, teacher is still mainly named as one of the most stressful job, not to mention elementary school teachers whose demands are more challenging than other secondary teachers. This topic is appealing since teacher’s stress influences some aspects, not only student’s learning process, but also teacher’s journey on personal growth. Therefore, it is important for teacher to maintain a good level of teacher subjective well-being. One of the factors expected to be affecting teacher subjective well-being is self-compassion. This study aimed to explore the correlation between self-compassion and teacher subjective well-being among elementary school teachers using Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) and Self-Compassion Scale (SCS-LF; Neff, 2003a). Through the participation of 224 elementary school teachers, a positive, significant correlation is found between self-compassion and teacher subjective well-being (r = 0,389, p < 0,01). In this case, the positive components of self-compassion can help elementary school teachers grasp the meaning of their own role, thus increasing their teacher subjective well-being."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan perencanaan instruksional pada guru sekolah dasar negeri yang ada di Jakarta. Pengukuran teacher efficacy menggunakan alat ukur Teacher’s Sense of Efficacy Scale (TSES) (Tschanen-Moran, Hoy & Hoy, 1998), dan pengukuran perencanaan instruksional menggunakan alat ukur yang dibuat berdasarkan teori perencanaan dan persiapan dari Cole dan Chan (1986). Partisipan penelitian ini berjumlah 57 orang guru sekolah dasar negeri di Jakarta. Hasil penelitian ini menunjukkan terdapat hubungan positif yang signifikan antara teacher efficacy dengan perencanaan instruksional pada guru sekolah dasar negeri di Jakarta (r = 0.387; p = 0.003, signifikan pada los 0.01). Artinya, semakin tinggi teacher efficacy yang dimiliki seorang guru, maka semakin tinggi pula perencanaan instruksionalnya. Selain itu, hasil tambahan yang dapat diperoleh dari penelitian ini adalah tidak terdapat perbedaan mean skor teacher efficacy dan perencanaan instruksional berdasarkan data demografis partisipan.

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The purpose of this research is to investigate the correlation between teacher efficacy and instructional planning among elementary school teachers in Jakarta. Teacher efficacy was measured using Teacher’s Sense of Efficacy Scale (TSES) (Tschanen-Moran, Hoy & Hoy, 1998), and instructional planning was measured using an instrument that being constructed based on Cole and Chan’s planning and preparation theory (1986). The participants of this research are 57 elementary school teachers in Jakarta.

The main result of this research shown that there is a positively significant correlation between teacher efficacy and instructional planning among elementary teachers in Jakarta (r = 0.387; p = 0.003, signicant at the 0.01 level). It means, the higher teacher’s efficacy, the higher on their instructional planning. As an additional result, this research shown that there is no differences in mean score teacher efficacy and instructional planning based on participant’s demographic data."

"Guru merupakan faktor yang berperan dalam mengembangkan kreativitas siswanya. Upaya yang dilakukan guru dalam mengembangkan kreativitas siswanya disebut creativity-fostering teacher behavior. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian Big Five dan creativity-fostering teacher behavior pada guru sekolah dasar di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Pada penelitian ini, instrumen pengukuran yang digunakan adalah Big Five Inventory (BFI) (John, 1990) dan Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) dengan 131 guru sebagai partisipan. Hasil penelitian menunjukkan bahwa dimensi kepribadian openness, conscientiousness, extraversion, dan agreeableness dan creativity-fostering teacher behavior berkorelasi negatif signifikan (r(131) = -.328 ; -.252 ; -.263 ; -.214, p < 0.05, two-tailed, serta dimensi kepribadian neuroticism dan creativity-fostering teacher behavior ditemukan tidak berhubungan (r(131) = .132, p < 0.05, two-tailed). Hasil penelitian ini menunjukkan bahwa tinggi rendahnya skor kepribadian guru pada dimensi openness, conscientiousness, extraversion, dan agreeableness berlawanan dengan tingkat perilaku guru yang mengembangkan kreativitas siswanya dan tinggi rendahnya skor kepribadian guru pada dimensi neuroticism tidak berhubungan dengan perilaku guru yang mengembangkan kreativitas siswanya.

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Teachers are the factors that play a role in fostering the creativity of their students. Efforts made by the teacher to foster the creativity of their students are called creativity-fostering teacher behavior. This study aims to see the relationship between Big Five personality and creativity-fostering teacher behavior in elementary school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). In this study, the measurement instruments used were the Big Five Inventory (BFI) (John, 1990) and the Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) with 131 teachers as the participants. The results showed that the personality dimensions of openness, conscientiousness, extraversion, agreeableness and creativity-fostering teacher behavior had a significant negative correlation (r(131) = -.328; -.252; -.263; -.214, p < 0.05, two-tailed), as well as the personality dimensions of neuroticism and creativity-fostering teacher behavior were found to be unrelated (r(131) = .132, p < 0.05, two-tailed). The results of this study indicate that the teacher's personality score on the dimensions of openness, conscientiousness, extraversion, and agreeableness contrasts with the level of teacher behavior that develops student creativity, and the teacher's personality score on the neuroticism dimension is not related to teacher behavior that develops student creativity."

"Kreativitas menjadi salah satu kemampuan yang paling dibutuhkan di masa depan. Oleh karena itu, kreativitas harus dikembangkan sedini mungkin agar dapat memaksimalkan potensi individu. Guru merupakan salah satu tokoh penting dalam mengembangkan kreativitas anak. Sebagai salah satu tokoh penting, guru perlu didukung oleh sekolah dalam mendorong kreativitas anak. Penelitian ini bertujuan untuk melihat hubungan antara perceived school support dan creativity fostering teacher behavior pada guru sekolah dasar inklusif. Sebanyak 143 guru sekolah dasar inklusif dari 6 provinsi di Jawa, Bali, dan Sumatera menjadi partisipan penelitian. Alat ukur yang digunakan dalam penelitian ini adalah CFTIndex oleh Soh (2000) dan PSSIE oleh Ahmmed (2013). Mayoritas partisipan adalah perempuan (N=126) dengan rentang usia 18-65 tahun (M = 38.71). Hasil analisis korelasi menunjukkan bahwa terdapat hubungan positif yang signifikan antara perceived school support dan creativity fostering teacher behavior pada guru sekolah dasar inklusif. Hal ini menunjukkan bahwa apabila persepsi dukungan sekolah yang dimiliki guru meningkat, maka perilaku guru dalam mendorong kreativitas siswa cenderung meningkat. Implikasi dari penelitian ini adalah meningkatkan pemahaman dan kesadaran guru mengenai perceived school support dan creativity fostering teacher behavior.

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Creativity is one of the skills most needed in the future. Therefore, creativity must be developed as early as possible to maximize individual potential. The teacher is one of the important figures in developing children's creativity. As one of the important figures, teachers need to be supported by schools in encouraging children's creativity. This study analyzed the relationship between perceived school support and creativity fostering teacher behavior in inclusive elementary school teachers. A total of 143 inclusive primary school teachers from 6 provinces in Java, Bali and Sumatra became research participants. The measuring instruments used in this study were CFTIndex by Soh (2000) and PSSIE by Ahmmed (2013). Most participants were women (N=126) with an age range of 18-65 years (M = 38.71). The results of the Spearman correlation analysis showed that there is a significant positive relationship between perceived school support and creativity fostering teacher behavior in inclusive elementary school teachers. This reflects a notion that if the teacher's perception of school support in inclusive education increases, the teacher's behavior in encouraging student creativity tends to increase. The implication of this research is to increase teacher understanding and awareness regarding perceived school support and creativity fostering teacher behavior."

"[ABSTRAKPenelitian ini dilakukan untuk melihat hubungan antara kepemimpinantransformasional kepala sekolah dan kinerja guru. Pengukuran kinerjamengunakan alat ukur yang diadaptasi dari dimensi Campbell (2012) yangdikembangkan oleh Ratdityas (2013) dan pengukuran kepemimpinantransformasional menggunakan alat ukur Multi Level Questionere Form 5x (MLQ5x) yang dikembangkan oleh Bass dan Riggio (2005). Partisipan penelitian iniadalah guru-guru yang mengajar di sekolah negeri di beberapa kota di Indonesia.Total partisipan dalam penelitian ini berjumlah 172 orang guru. Hasil penelitianini menunjukkan terdapat hubungan yang signifikan antara kepemimpinantransformasional kepala sekolah dan kinerja guru.ABSTRACTThis study was conducted to examine the relationship between transformationalleadership of principals and teacher performance. The measurement ofperformance is using measurement tool adapted from the dimensions of Campbell(2012) developed by Ratdityas (2013) and the measurement of transformationalleadership is using Multi Level Questionere Form 5x (MLQ 5x) instrumentdeveloped by Bass and Riggio (2005). The total participants in this study were172 teachers. The results of this study showed a significant relationship betweentransformational leadership of principals toward teacher performanc;This study was conducted to examine the relationship between transformationalleadership of principals and teacher performance. The measurement ofperformance is using measurement tool adapted from the dimensions of Campbell(2012) developed by Ratdityas (2013) and the measurement of transformationalleadership is using Multi Level Questionere Form 5x (MLQ 5x) instrumentdeveloped by Bass and Riggio (2005). The total participants in this study were172 teachers. The results of this study showed a significant relationship betweentransformational leadership of principals toward teacher performanc, This study was conducted to examine the relationship between transformationalleadership of principals and teacher performance. The measurement ofperformance is using measurement tool adapted from the dimensions of Campbell(2012) developed by Ratdityas (2013) and the measurement of transformationalleadership is using Multi Level Questionere Form 5x (MLQ 5x) instrumentdeveloped by Bass and Riggio (2005). The total participants in this study were172 teachers. The results of this study showed a significant relationship betweentransformational leadership of principals toward teacher performanc]"