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"Guru memiliki peran yang besar dalam pelaksanaan pendidikan. Perubahan pada sistem pembelajaran dalam masa pandemi COVID-19 menyebabkan guru mengalami kesulitan untuk beradaptasi. Dukungan sosial yang berasal dari keluarga, teman, dan significant other dapat membantu mengurangi tingkat burnout yang dialami oleh guru. Penelitian ini bertujuan untuk melihat hubungan dari dukungan sosial dengan burnout pada guru sekolah dasar DKI Jakarta. Dukungan sosial dan burnout pada guru sekolah dasar DKI Jakarta (N=90) diukur menggunakan Multidimensional Scale of Social Support (MSPSS) dan Copenhagen Burnout Inventory (CBI). Hasil analisis Pearson Correlation menemukan bahwa dukungan sosial memiliki hubungan yang negatif dan signifikan dengan burnout.  

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Teachers have a big role in the implementation of education. Changes in the learning system during COVID-19 pandemic caused teachers to have difficulty adapting. Social support received from family, friends, and significant other can help reduce the burnout experienced by teachers. This study aims to see the relationship between social support and burnout in elementary school teachers in DKI Jakarta. Social support and burnout of elementary school teachers in DKI Jakarta (N=90) were measured using the Multidimensional Scale of Social Support and Copenhagen Burnout Inventory. The results of Pearson correlation showed that social support had a negative and significant relationship with burnout."

"Penelitian ini bertujuan untuk melihat peran kesejahteraan subjektif guru dan iklim sekolah secara bersama terhadap keterlibatan guru di Sekolah Dasar. Terdapat 224 guru Sekolah Dasar di Indonesia yang mengisi Engaged Teacher Scale (ETS), Teacher Subjective Well-Being Questionnaire (TSWQ-BI), dan Revised-School Level Environment Questionnaire (R-SLEQ). Analisis regresi berganda hirarkikal menunjukkan bahwa kesejahteraan subjektif guru dan iklim sekolah terbukti memiliki peran signifikan sebesar 39,8% terhadap keterlibatan guru. Kesejahteraan subjektif guru memiliki peran yang lebih besar terhadap keterlibatan guru di Sekolah Dasar (β=0,423; p<0,001). Temuan ini menunjukkan pentingnya mempertimbangkan kesejahteraan subjektif guru dan iklim sekolah dalam upaya meningkatkan keterlibatan guru di Sekolah Dasar. Sekolah dan pemerintah dapat meningkatkan kesejahteraan guru melalui program pelatihan kompetensi untuk meningkatkan efikasi guru serta membangun iklim sekolah yang positif dan suportif untuk meningkatkan kualitas pendidikan dasar di Indonesia.

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This study aimed to examine the combined roles of teacher subjective well-being and school climate in predicting teacher engagement in elementary schools. A total of 224 elementary school teachers in Indonesia completed the Engaged Teacher Scale (ETS), Teacher Subjective Well-being Questionnaire (TSWQ-BI), and Revised-School Level Environment Questionnaire (R-SLEQ). Hierarchical multiple regression analysis revealed that teacher subjective well-being and school climate jointly accounted for 39.8% of the variance in teacher engagement. Teacher subjective well-being emerged as a stronger predictor of teacher engagement in elementary schools (β=0.423; p<0.001). These findings underscore the importance of considering both teacher subjective well-being and school climate in efforts to enhance teacher engagement in elementary education. Schools and policymakers can promote teacher well-being through competency training programs to enhance teaching efficacy while fostering positive and supportive school climates to elevate the quality of primary education in Indonesia."