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"Membangun kepercayaan diri dalam mengajar memerlukan wellbeing yang baik. Studi sebelumnya menjelaskan ada faktor di lingkungan sekolah yang mempengaruhi subjective wellbeing seorang guru salah satunya Student-teacher relationship. Penelitian ini bertujuan untuk mengetahui hubungan antara Student-teacher relationship dan Teacher’s Subjective Wellbeing di sekolah inklusif. Partisipan merupakan 55 guru (19 pria & 36 Wanita; M = 32.16, SD = 7.223) yang mengajar di Sekolah dasar inklusif. untuk mengukur student-teacher relationship, peneliti menggunakan Student-teacher relationship scale short form dan teacher’s subjective wellbeing diukur menggunakan Teacher’s Subjective Wellbeing: Teacher Subjective Wellbeing Questionnaire. Hasil perhitungan spearman correlation menunjukan tedapat hubungan positif yang signifikan antara student-teacher relationship dan teacher’s subjective wellbeing (r 3.48, p< 0,05). Hal ini menunjukan bahwa Artinya jika guru memiliki perspesi positif terhadap hubungan yang dimiliki dengan murid, maka semakin baik persepsi subjective wellbeing yang ia miliki. Penelitian ini menunjukkan pentingnya peranan menjaga hubungan yang baik antara guru dan siswa agar guru merasa sejahtera mengajar di sekolah dasar inklusif.

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Building self-confidence in teaching requires good well-being. Previous studies have explained that there are factors in the school environment that affect the subjective well-being of a teacher, one of which is the student-teacher relationship. This study aims to determine the relationship between Student-teacher relationship and Teacher's Subjective Wellbeing in inclusive schools. The participants were 55 teachers (19 male & 36 female; M = 32.16, SD = 7,223) who teach in inclusive primary schools. To measure student-teacher relationship, researchers used Student-teacher relationship scale short form and teacher's subjective well-being was measured using Teacher's Subjective Wellbeing: Teacher Subjective Wellbeing Questionnaire. The results of the Spearman correlation calculation show that there is a significant positive relationship between student-teacher relationship and teacher's subjective well-being (r 3.48, p < 0.05). This shows that this means that if the teacher has a positive perception of the relationship he has with his students, the better his subjective well-being perception will be. This study shows the importance of the role of maintaining a good relationship between teachers and students so that teachers feel prosperous teaching in inclusive elementary schools."

"Hubungan yang terjalin antara guru dengan siswa merupakan faktor terpenting yang membentuk teacher wellbeing O Connor, 2008. Akan tetapi, terdapat faktor penting lainnya yang dapat mempengaruhi teacher wellbeing guru, yang diperkirakan dipengaruhi oleh status kepegawaian guru (guru tetap dan guru honorer) (Setiyawan, 2017). Penelitian ini bertujuan untuk mengetahui apakah hubungan guru- iswa dan status kepegawaian guru dapat memprediksi teacher wellbeing pada guru di jenjang sekolah menengah. Penelitian ini dilakukan pada guru sekolah menengah (N = 284; 65.8% Perempuan; M-usia = 38.58 tahun) dengan alat ukur berupa skala Teacher Subjective Wellbeing Questionnaire (TSWQ) yang dikembangkan oleh Renshaw, Long, dan Cook (2015) dan skala Student-Teacher Relationship Scale (STRS) yang dikembangkan oleh Aldrup, Klusmann, Lüdtke, Göllner, dan Trautwein 2018. Kedua alat ukur sudah diadaptasi ke dalam Bahasa Indonesia dan memiliki hasil uji psikometrik yang baik. Diketahui bahwa hubungan guru siswa dan status kepegawaian guru sebagai prediktor terhadap teacher wellbeing sebagai variabel terikat menunjukkan hasil yang signifikan F2,281 = 78,118, p < .0005. Hasil ini menunjukkan bahwa hubungan guru siswa dapat memprediksi teacher wellbeing pada guru sekolah menengah secara positif dan status kepegawaian guru juga akan memprediksi teacher wellbeing pada guru jenjang sekolah menengah, dimana guru tetap memiliki teacher wellbeing yang lebih baik dibandingkan guru honorer.

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The relationship that is bonded between teachers and their pupil is the most crucial factor of teacher wellbeing O Connor, 2008. However, there is another important predictor beside student-teacher relationship which could affect teachers wellbeing. Teachers employment status is regarded as another important predictor towards teacher wellbeing and it is shown as to whether the teacher is permanently employed or is a temporary teacher (Setiyawan, 2017). This research aims to see whether student-teacher relationship and teachers employment status could predict teacher wellbeing amongst teachers of secondary level of education. The subjects of this study were secondary teachers (N = 284; 65.8% Female; M-age = 38.58 years old). The instrument used in this research were Teacher Subjective Wellbeing Questionnaire (TSWQ) developed by Renshaw, Long, and Cook 2015 and Student Teacher Relationship Scale (STRS) developed by Aldrup, Klusmann, Lüdtke, Göllner, and Trautwein 2018. Both instruments were adapted to Bahasa Indonesia and showed having good psychometrical attributes. Multiple Regression Analysis were deployed to test both predictors and the result indicates both predictors successfully predict teacher wellbeing amongst secondary teacher F(2,281) = 78,118, p < .0005. The result indicates that student teacher relationship predicts teacher wellbeing positively and teachers employment status also predicts teacher wellbeing which permanent teachers show better teacher wellbeing than temporary teachers."

"Kreativitas merupakan kemampuan penting yang dapat membantu individu dalam menjalani aktivitas sehari - hari. Dengan begitu, kemampuan ini perlu dikembangkan sedini mungkin. Pada setting pendidikan, guru merupakan individu yang memiliki peran dalam mengembangkan kemampuan kreativitas. Agar guru maksimal dalam menjalankan peran tersebut, diperlukan kesejahteraan dalam dirinya. Penelitian ini bertujuan untuk melihat hubungan antara teacher subjective well-being dan creativity fostering teacher behavior dengan guru sekolah dasar inklusif sebanyak 142 individu menjadi partisipan. Alat ukur yang digunakan dalam penelitian ini adalah adaptasi CFTIndex oleh Kurniawati dkk. (2022) dan adaptasi TSWQ oleh Saleh dkk. (nd). Hasil analisis korelasi menunjukkan bahwa ditemukan hubungan positif yang signifikan antara teacher subjective well-being dengan creativity fostering teacher behavior pada guru sekolah dasar inklusif (rs 0.363, p<0,01). Hal tersebut berarti jika teacher subjective well-being yang dialami guru meningkat, maka akan semakin baik creativity fostering teacher behavior yang dilakukan guru. Implikasi hasil penelitian ini adalah memberikan wawasan dan kesadaran bagi pihak guru, sekolah, dan pemerintah akan pentingnya teacher subjective well-being saat guru melakukan creativity fostering teacher behavior.

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Creativity is an important ability that can help individuals in carrying out their daily activities. Thus, this ability needs to be developed as early as possible. In the education setting, teachers are individuals who have a role in developing creativity abilities. In order for the teacher to carry out this role, well-being is needed in them. This study aims to look at the relationship between teacher subjective well-being and creativity fostering teacher behavior with inclusive elementary school teachers as many as 142 individuals participating. The measuring tool used in this study is the adaptation of the CFTIndex by Kurniawati et al. (2022) and the TSWQ adaptation by Saleh et al. (n.d.). The results of the correlation analysis showed that there was a significant positive relationship between teacher subjective well-being with creativity fostering teacher behavior in inclusive primary school teachers (rs 0.363, p<0.01). It means if teacher subjective well-being experienced by the teacher increases, the better creativity fostering teacher behavior that the teacher does. The implication of the results of this research is to provide insight and awareness for teachers, schools, and the government of the importance of teacher subjective well-being when the teacher does creativity fostering teacher behavior."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan dimensi teacher efficacy dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Instrumen yang digunakan untuk mengukur teacher efficacy adalah Teachers? Sense of Efficacy Scale sedangkan untuk mengukur sikap guru terhadap pendidikan inklusif digunakan Multidimensional Atitude toward Inclusive Education Scale (MATIES). Subjek dari penelitian ini adalah guru-guru di sekolah dasar inklusif negeri (N=100). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dan sikap guru terhadap pendidikan inklusif. Dengan kata lain, ketika guru memiliki skor teacher efficacy yang tinggi, guru tersebut cenderung memiliki sikap yang positif terhadap pendidikan inklusif. Sebaliknya, ketika guru memiliki skor teacher efficacy yang rendah, maka guru tersebut cenderung memiliki sikap yang negatif terhadap pendidikan inklusif. Hasil penelitian yang berkaitan dengan dimensi teacher efficacy ditemukan bahwa terdapat hubungan yang signifikan pada dimensi instructional strategies & student engagement dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Sebaliknya, untuk dimensi classroom management ditemukan bahwa tidak terdapat hubungan yang signifikan dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Untuk meningkatkan teacher efficacy yang dimiliki oleh guru di sekolah dasar inklusif negeri, pihak sekolah dapat menyediakan fasilitas seperti alat peraga dan guru pendamping khusus serta membatasi jumlah siswa di tiap kelas.

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This research is conducted to find about the relationship between teacher efficacy and dimensions of teacher efficacy with attitude toward inclusive education in public inclusive elementary school. The instruments of this study were Teachers? Sense of Efficacy Scale (to measure teacher efficacy) and Multidimensional Atitude toward Inclusive Education Scale (MATIES) (to measure attitude teacher toward inclusive education). Participants of this study were teacher in public inclusive elementary school (N=100).

The result of research showed that there is a positive significant correlation between teacher efficacy and attitude toward inclusive education in public inclusive elementary school. This finding suggests when teachers have high score in teacher efficacy, they tend to have positive attitude toward inclusive education. On the contrary, when teachers have low score in teacher efficacy, they tend to have negative attitude toward inclusive education.

The results of research related to dimensions of teacher efficacy found that there is positive significant correlation between efficacy in student engagement and efficacy in instructional strategies dimensions with teacher attitude toward inclusive education in public inclusive elementary school. In the other hand, efficacy in classroom management dimension showed there is no positive significant correlation with attitude toward inclusive education in public inclusive elementary school. In order to increase teacher efficacy in public inclusive elementary school, schools can provide facilities such as property to teach, shadow teachers and also to limit the number of student in each class."

"Kebutuhan interpersonal guru dalam menjalankan tugas mengajar masih belum cukup tergali dengan dalam (Newberry & Davis, 2008). Penelitian ini bertujuan untuk mengeksplorasi hubungan antara Emotional Intelligence dengan persepsi guru mengenai hubungan guru-siswa. Penelitian ini menggunakan metode korelasional untuk menggambarkan hubungan antara emotional intelligence pada guru dengan persepsi guru terhadap hubungannya dengan siswa. Emotional intelligence guru diukur menggunakan Schutte Emotional Intelligence Scale (Schutte et al., 1998). Persepsi guru mengenai hubungan dengan siswa diukur menggunakan Student-Teacher Relationship (Aldrup et al., 2018). Partisipan merupakan 116 guru SD/SMP/SMA/sedejarat. Perekrutan partisipan dilakukan secara daring, menggunakan kuesioner yang disebarkan dalam bentuk Google Form. Hasil penelitian menunjukkan bahwa terdapat korelasi signifikan antara emotional intelligence dengan persepsi guru terhadap hubungan dengan siswa (r = 0,404, p < 0,05, two-tailed). Hasil tersebut menunjukkan bahwa emotional intelligence guru berkorelasi secara positif dengan hubungan guru-siswa. Implikasi penelitian ini adalah pentingnya aspek emotional intelligence pada guru dalam membina hubungan yang positif dengan siswa.

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Teacher’s interpersonal needs in teaching have not been researched in-depth (Newberry & Davis, 2008). This research aims to explore the relationship between teacher emotional intelligence and teacher perception in regard to their relationship with students. This research used correlational methods to describe the correlation between teacher emotional intelligence and student-teacher relationship. Teacher emotional intelligence was measured using translated Schutte Emotional Intelligence Scale (Schutte et al., 1998). Student-teacher relationship was measured using translated Student-Teacher Relationship (Aldrup et al., 2018). The participants were 116 teachers, ranging from elementary, middle, to high school and their equivalence. Participants were recruited online, using Google Form questionnaire.  Results showed that teacher emotional intelligence is significantly correlated to student-teacher relationship (r = 0.404, p < 0.05, one-tailed). This result means teacher emotional intelligence has a positive relationship with student-teacher relationship. The implication of this research is the importance of teacher’s emotional intelligence in developing a positive relationship with students."

"Guru di sekolah dasar inklusif menanggung banyak tugas dan peran yang harus dikerjakan secara bersamaan dalam satu waktu. Banyaknya tantangan serta masalah yang dihadapi guru ketika menjalankan berbagai tugas di sekolah membuat guru lelah dan stres. Penelitian ini bertujuan untuk mengetahui hubungan antara resiliensi dan kesejahteraan subjektif pada guru di sekolah inklusif. Penelitian ini dilakukan pada 111 guru dengan kriteria aktif bekerja di sekolah dasar dan madrasah ibtidaiyah inklusif, pernah atau sedang mengajar minimal satu siswa ABK, dan berdomisili di Indonesia. Resiliensi diukur dengan menggunakan CD-RISC yang telah diadaptasi ke dalam Bahasa Indonesia oleh Listiyandini dan Akmal (2015). Sedangkan kesejahteraan subjektif pada guru diukur dengan menggunakan TSWQ yang juga sudah diadaptasi ke dalam Bahasa Indonesia oleh Saleh, Safitri, Kurniawati, dan Salim (n.d). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara resiliensi dan kesejahteraan subjektif pada guru di sekolah dasar inklusif (r = 0,667, p < 0,01). Dapat disimpulkan bahwa resiliensi berhubungan secara positif dengan kesejahteraan subjektif pada guru di sekolah dasar inklusif.

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Teachers in inclusive primary schools carry out many tasks and roles that must be carried out simultaneously at one time. The many challenges and problems faced by teachers when carrying out various tasks at school make teachers tired and stressed. This study aims to determine the relationship between resilience and the teachers subjective well-being in inclusive schools. This research was conducted on 111 teachers with the criteria of being actively working in inclusive elementary schools and Islamic elementary schools, having teaching experience of at least one student with special needs, and domiciled in Indonesia. Resilience was measured using CD-RISC which was adapted into Indonesian by Listiyandini and Akmal (2015). Meanwhile, the teachers subjective well-being is measured using the TSWQ which has also been adapted into Indonesian by Saleh, Safitri, Kurniawati, and Salim (n.d). The results showed that there was a significant positive relationship between resilience and the subjective well-being of teachers in inclusive primary schools (r = 0.667, p < 0.01). It can be concluded that resilience is positively related to teachers subjective well-being in inclusive primary schools."

"Penyesuian keadaan seperti tantangan, tugas guru yang lebih tinggi dan peran guru di sekolah dasar inklusif dapat menjadi penyebab stres. Stres yang tinggi akan menurunkan tingkat kesejahteraan subjektif guru atau TSWB. Untuk meminimalisir stres tersebut membutuhkan coping. Penelitian ini dilakukan untuk melihat hubungan antara coping dengan TSWB di sekolah dasar inklusif. Penelitian ini dilakukan pada 76 guru sekolah dasar inklusif. Hasil perhitungan pearson correlation menunjukan bahwa terdapat hubungan positif yang signifikan antara emotion-focused coping (r = 0,610, p<0,01) , problem-focused coping (r = 0,530, p<0,01) dan avoidant coping (r = 0,469, p<0,01) dengan TSWB di sekolah dasar inklusif. Dapat disimpulkan bahwa emotion-focused coping, problem-focused coping, dan avoidant coping berhubungan secara positif dengan TSWB di sekolah dasar inklusif.

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Adjustment of circumstances such as challenges, higher teacher duties and the role of teachers in inclusive primary schools can be a cause of stress. High stress will reduce the level of subjective well-being of teachers or TSWB. To minimize this stress requires coping. This study was conducted to examine the relationship between coping and TSWB in inclusive elementary schools. This research was conducted on 76 inclusive elementary school teachers. The results of the Pearson correlation calculation show that there is a significant positive relationship between emotion-focused coping (r = 0.610, p<0.01) , problem-focused coping (r = 0.530, p<0.01) and avoidant coping (r = 0.469 , p<0.01) with TSWB in inclusive primary schools. It can be concluded that emotion-focused coping, problem-focused coping, and avoidant coping are positively related to TSWB in inclusive elementary schools."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan strategi pengajaran guru yang ditinjau dari pengalaman mengajar, pada guru sekolah dasar inklusif Negeri di lingkungan kota Depok, Bogor, dan Jakarta dengan jumlah responden 78 guru. Alat ukur yang digunakan dalam penelitian ini adalah Teacher Sense's of Efficacy Scale (TSES) dan Bender Classroom Structure Questionnaire (BCSQ). Hasil dari penelitian ini menunjukan hubungan yang positif dan signifikan antara teacher efficacy dengan strategi pengajaran pada guru sekolah dasar inklusif Negeri dengan nilai (r(78)= 0.37, p<0.01). Hasil ini menunjukan semakin tinggi keyakinan yang dimiliki, semakin bervariasi strategi pengajaran yang digunakan pada guru sekolah inklusif Negeri. Pada guru yang mengajar 1-3 tahun tidak ditemukan hubungan yang siginifikan dengan nilai (r(29)=0.11, p>0.05), pada guru yang mengajar 4-5 tahun dan 7-18 tahun ditemukan hubungan yang signifikan dengan nilai (r(26)= 0.59, p<0.01) dan (r(23)= 0.42, p<0.05). Hasil ini menunjukan bahwa pengalaman mengajar yang dimiliki guru berpengaruh terhadap hubungan antara keyakinan yang dimiliki dengan variasi strategi pengajaran yang digunakan. Hasil dari penelitian ini juga menunjukan bahwa pengalaman mengajar yang dimiliki tidak berpengaruh secara signifikan terhadap teacher efficacy yang dimiliki, tetapi berpengaruh secara signifikan terhadap variasi strategi pengajaran yang digunakan pada guru sekolah dasar inklusif Negeri.

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This study aims to determine the relationship between teacher efficacy and teaching strategies teachers in terms of teaching experience of the National elementary inclusive school teachers in the city of Depok, Bogor and Jakarta with the number of respondents 78 teachers. Measuring instrument used in this study is Teacher's Sense of Efficacy Scale (TSES) and Bender Classroom Structure Questionnaire (BCSQ). The results of this study showed positive and significant relationship between teacher efficacy with teaching strategies of National elementary inclusive school teachers by value (r(78) = 0.37, p<0.01).

This result suggests that the higher the confidence, the more varied teaching strategies used by the National elementary inclusive school teachers. Teachers who teach 1-3 year was not found significant relationship with value (r(29) = 0.11, p>0.05), there was a significant correlation with the value (r( 26) = 0:59, p<0:01) and (r(23) = 0:42, p<0.05) for the teachers who teach 4-5 years and 7-18 years. These results indicate that the teachers experience teaching affect the relationship between teacher efficacy they have with the variation of teaching strategies used. Results from this study also shows that teaching experience possessed no significant influence on teacher efficacy, but significantly influence the variation of teaching strategies used on National elementary inclusive 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."

"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."