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"Penelitian ini memiliki tujuan untuk mengetahui bagaimana hubungan antara gratitude dan teacher well-being pada guru Sekolah Luar Biasa (SLB) dengan beragam ketunaan. Jumlah subjek dalam penelitian ini adalah 117 guru SLB. Metode pengumpulan data dilakukan dengan menggunakan kuesioner dengan dua alat ukur, yaitu skala gratitude yang disusun oleh Listiyandini et al. (2015) dan Teacher Subjective Well-being Questionnaire (TSWQ) milik Renshaw et al. (2015) Hasil penelitian ini menunjukkan tidak adanya hubungan positif yang signifikan antara gratitude dan teacher well-being pada guru SLB (r = -0.155, p = 0.095; p < 0,05), sehingga hipotesis dalam penelitian ini tidak diterima.

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This research aims to find out the relationship between gratitude and teacher well-being in Special School (SLB) teachers with various disabilities. The number of subjects in this research was 117 SLB teachers. The data collection method was carried out using a questionnaire with two measuring tools, namely the gratitude scale compiled by Listiyandini et al. (2015) and Renshaw et al.'s Teacher Subjective Well-being Questionnaire (TSWQ). (2015) The results of this study show that there is no significant positive relationship between gratitude and teacher well-being in special school teachers (r = -0.155, p = 0.095; p < 0.05), so the hypothesis in this study is not accepted."

"Pendidikan inklusif di tingkat sekolah dasar merupakan salah satu usaha untuk mendukung pendidikan formal yang merata bagi setiap anak. Namun, pada implementasinya tidak terlepas dari berbagai tantangan, sehingga penting bagi guru untuk memiliki karakter yang bersemangat dan berkomitmen terhadap pekerjaannya dalam jangka panjang terlepas dari tantangan yang dihadapi melalui kegigihan. Penelitian ini merupakan penelitian kuantitatif untuk mengetahui hubungan antar variabel yang melibatkan 111 partisipan. Karakteristik partisipan dalam penelitian ini terdiri dari: guru aktif di tingkat sekolah dasar (SD) atau madrasah ibtidaiyah (MI) inklusif, pernah atau sedang mengajar minimal 1 anak berkebutuhan khusus (ABK) di dalam kelas, berdomisili di Indonesia, dan telah mengajar selama minimal 1 semester (6 bulan). Dalam penelitian ini, peneliti menggunakan alat ukur 12-Item Grit Scale (Duckworth dkk., 2007) dan alat ukur Teachers’ Subjective Well-being Questionnaire bahasa Indonesia (Saleh, dkk., n.d). Hasil uji korelasi menggunakan Spearman correlation menemukan bahwa kegigihan dan kesejahteraan subjektif guru memiliki korelasi positif yang signifikan dengan r=0.41**, p<0,01. Hasil penelitian juga menemukan bahwa komponen dalam kegigihan, yaitu: consistency of interest dan perseverance of effort memiliki korelasi positif dan signifikan dengan kesejahteraan subjektif guru di sekolah dasar (SD) inklusif.

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Inclusive education at the primary school is one of the efforts to support equality in formal education for every child. However, the implementation cannot be separated from various challenges, such as: increasing teacher assignments, stress due to the diversity of students in the classroom, and lack of competence to deal with special education needs students which can affect the level of teachers' subjective well-being. To face it, teachers need to have passion and consistent character towards their work in the long term regardless of the challenges through grit. This study is a quantitative study to determine the relationship between variables involving 111 participants. The characteristics of the participants in this study consisted of: teachers at the primary inclusive school or madrasah ibtidaiyah (MI), had or was teaching at least 1 special education needs student in the classroom, domiciled in Indonesia, and being a teacher for at least 1 semester (6 months). In this study, researcher used 12-item Grit Scale (Duckworth, et.al., 2007) and Teachers’ Subjective Well-being Questionnaire Indonesian Version (Saleh, et.al, n.d). The results of Spearman correlation found that grit and teachers' subjective well-being had a significant positive correlation with r=0.41**, p<0.01. This research also finds positive correlation between components of grit (consistency of interest and perseverance of effort with teachers’ subjective well-being on inclusive primary school’s teachers."

"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."