SELF-EFFICACY DAN DUKUNGAN SOSIAL ATASAN SEBAGAI PREDIKTOR PSYCHOLOGICAL WELL-BEING PADA GURU (PNS) SEKOLAH DASAR NEGERI DI KECAMATAN ANDAM DEWI

IRFAN ROY TUA SARUMPAET, Prof. Dr. Asmadi Alsa, S.U

2014 | Tesis | S2 Psikologi

Guru adalah salah satu aspek fundamental dalam pendidikan sekolah. Guru sebagai pendidik profesional memiliki tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai dan mengevaluasi peserta didik. Banyaknya dan kompleksnya tugas guru, maka keberadaan guru dianggap vital. Oleh sebab itu, perhatian terhadap keberadaan dan kesejahteraan guru menjadi sorotan dari banyak kalangan. Namun dalam melaksanakan tugas dan tanggunggjawabnya, guru tidak lepas dari tantangan-tantangan yang ada seperti kesejahteraan yang belum terpenuhi, stress profession dan bahkan di beberapa daerah guru dijadikan sebagai instrumen dan tumbal politik. Penelitian ini akan menggambarkan keadaan psychological well-being para guru PNS sekolah dasar negeri di kecamatan Andam Dewi, Kab. Tapanuli Tengah, SUMUT yang dijadikan sebagai instrumen dan tumbal politik. Penelitian ini bertujuan untuk mengetahui apakah self-efficacy (efikasi diri) dan dukungan sosial atasan dapat memprediksi psychological well-being guru PNS sekolah dasar negeri di kecamatan Andam Dewi. Subjek penelitian ini adalah guru-guru PNS sekolah dasar negeri di kecamatan Andam Dewi sebanyak 102 orang yang terdiri dari 33 orang laki-laki dan 69 orang perempuan. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Alat ukur yang digunakan adalah skala psychological wellbeing, skala self-efficacy dan skala dukungan sosial atasan. Ketiga skala tersebut diketahui valid dan reliabel. Hasil penelitian menunjukkan bahwa self-efficacy dan dukungan sosial atasan secara bersama-sama dapat memprediksi psychological well-being pada guru PNS di kecamatan Andam Dewi dimana F = 27,415 dan p = 0,000 (p < 0,05). Selanjutnya, self-efiicacy dan dukungan sosial atasan secara bersamasama berkontribusi terhadap psychological well-being guru sebesar 35,6%. Sementara secara parsial, self-efficacy berkontribusi sebesar 21,7% dan dukungan sosial atasan memberikan kontribusi terhadap psychological wellbeing guru sebesar 13,9%.

Teacher is one of the fundamental aspects of school education. Teacher as a professional educator has the primary task of educating, teaching, guiding, directing, training, assessing and evaluating the student. The number and complexity of the teacher’s tasks and responsibilities, then the teacher is considered as vital aspect in school education. Therefore, the attention to the teacher’s existence and well-being come from many sides or parties. However, in carrying out its duties and responsibilities, teachers can’t be separated from the existing challenges as unmet welfare, stressful profession, and in some areas, teachers were put as an instrument of political casualties. This study will describe the state of psychological well-being of the civil servant teachers of public elementary school in the district of Andam Dewi, Central Tapanuli, North Sumatera which is used as an instrument of political practice. This study aims to determine whether self-efficacy and supervisor (headmaster) social support can predict psychological well-being of civil servant teachers of public elementary school in the district of Andam Dewi. The subjects were teachers in the public elementary schools in district of Andam Dewi as many as 102 people consisting of 33 school-masters and 69 school-mistresses. This study uses a quantitative method. Measuring instruments were the psychological well-being scale, the scale of self-efficacy and supervisor social support scale. Those scales were known valid and reliable. The results showed that self-efficacy and supervisor (headmaster) social support together could predict psychological well-being of the civil service teachers in the district of Andam Dewi where F = 27.415 and p = 0.000 (p <0.05). Furthermore, self-efficacy and supervisor (headmaster) social support jointly contributed to psychological well-being of teachers by 35.6%. While partial, selfefficacy contributed by 21.7% and supervisor social support contributed to psychological well-being of teachers by 13.9%

Kata Kunci : Psychological well-being, self-efficacy dan dukungan sosial atasan.