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"ABSTRAKMenjadi inovatif merupakan suatu kunci keberlangsungan suatu organisasi, termasuk institusi pendidikan. Guru, sebagai pemegang peran krusial dalam institusi pendidikan juga amat perlu mengembangkan perilaku inovatif agar dapat mencapai tujuan pendidikan di abad ke-21. Studi korelasional dilakukan dengan untuk meneliti apakah variabel work environmen support, teachers self-efficacy, dan pendidikan profesi memprediksi perilaku inovatif pada guru sekolah dasar di Jakarta, Bogor, Bekasi, dan Depok. Sebanyak 234 partisipan mengisi kuesioner self-reportuntuk mengukur ketiga variabel tersebut.Analisis multiple regression dilakukan untuk mengolah data yang diperoleh. Hasil penelitian menemukan bahwa ketiga variabel tersebut signifikan memprediksi perilaku inovatif guru, namun pada dimensiyang berbeda-bedadari perilaku inovatif guru. Selain itu, work environment support merupakan kontributor terbesar dalam memprediksi seluruh dimensi perilaku inovatif guru.

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ABSTRACTBeing innovative has become a crucial task for any organization, including educational institution. Since teachers are the foremost position in such setting, it is imperative that teachers also exhibit innovative behavior in their daily lives in order to achieve educational goal of 21st century. A correlational study was conducted with 234 teachers filled out self-report questionnaires to test whether work environment support, teachers self-efficacy, and professional education predict elementary teachers innovative behavior in Jakarta, Bogor, Bekasi, and Depok. Multiple regression analysis was done to analyze the data collected. All variables were found significantly predicting innovative behavior, although on the varying dimensions of teachers innovative behavior. Work environment support contributes the most on predicting teachers innovative behavior."

"Parenting self-efficacy diketahui adalah faktor penting dalam menentukan keberhasilan proses pengasuhan anak. Penelitian-penelitian sebelumnya menunjukkan bahwa parenting self-efficacy memiliki hubungan negatif dengan parental stress. Penelitian ini melihat peran parental stress dalam memprediksi parenting self-efficacy pada orang tua. Partisipan penelitian adalah 189 orang tua dengan anak usia kanak-kanak madya (5 - 12 tahun). Hasil uji regresi linear menunjukkan bahwa parental stress dapat memprediksi parenting self-efficacy pada orang tua secara negatif sebesar 11,4%, F(1, 187) = 24,084 p< 0,01, R2 = 0.114, menunjukkan bahwa parental stress menyebabkan penurunan tingkat parenting self-efficacy orang tua. Selain itu, ditemukan perbedaan parental stress yang signifikan (p < 0,05) antara ibu (M = 98,9, SD = 37,8) dan bapak (M = 82,8, SD = 34, 1). Hasil penelitian ini memberikan penemuan baru mengenai peran parental stress terhadap parenting self-efficacy pada orang tua dan dapat diimplementasikan hasilnya dengan membuat psikoedukasi atau intervensi terhadap parental stress dalam upaya untuk meningkatkan parenting self-efficacy.

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Parenting self-efficacy is known to be an important factor in determining parenting success. Previous studies have shown a negative correlation between parenting self- efficacy and parental stress. This research aims to see the role of parental stress in predicting parenting self-efficacy in parents. 189 parents of 5 - 12 year old kids participated in the study. Results show that parental stress has a role in predicting parenting self-efficacy of 11,4% with F(1, 187) = 24,084, p< 0,01, R2 = 0.114, which indicates that parental stress causes a reduction in parenting self-efficacy. Besides that, a significant difference (p < 0,05) in parental stress was detected between mothers (M = 98,9, SD = 37,8) and fathers (M = 82,8, SD = 34, 1). This research gives a new finding of the role of parental stress towards parenting self-efficacy and can be implemented by creating psychoeducation or interventions focused on parental stress in endeavors to increase parenting self-efficacy."