TANTANGAN DAN UPAYA PENGELOLAAN STRES SELAMA PANDEMI COVID-19: STUDI KASUS GURU SMP XYZ DI TANGERANG [CHALLENGES AND EFFORTS TO MANAGE STRESS DURING THE COVID-19 PANDEMIC: A CASE STUDY OF XYZ MIDDLE SCHOOL TEACHERS IN TANGERANG]
Abstract
Sudden changes due to the Covid-19 pandemic have created new problems in the implementation of teaching that can cause teachers to experience stress with physical, psychological, and behavioral symptoms. This case study explores the theme of stress management by teachers of SMP XYZ in Tangerang. The method used is a qualitative approach with observation, collecting data using a questionnaire to ten teachers to determine the appropriate research subjects, and conducting in-depth interviews with two teachers to explore and describe what makes them have different stress levels even though they are in the same organization. The results of the study can be concluded that the challenge of managing stress faced by teachers is the gap between their competencies and the demands of work according to the existing context, such as time management and class management. Their efforts are coping strategies by taking time off, changing mindsets, and increasing competence.
Keywords
DOI: http://dx.doi.org/10.19166/jkp.v1i2.4731
Full Text:
PDFReferences
Anwar, S. (2019). Implementasi total quality management (TQM) dalam bisnis pendidikan. EDUKA: Jurnal Pendidikan, Hukum, dan Bisnis, 4(2), 46–52. https://doi.org/10.32493/eduka.v4i2.4263
Badu, S. Q., & Djafri, N. (2017). Kepemimpinan dan perilaku organisasi. Ideas Publishing.
Chaeruman, U. A. (2020). Ruang belajar baru dan implikasi terhadap pembelajaran di era tatanan baru. Kwangsan Jurnal Teknologi Pendidikan, 8(1), 142–153. https://doi.org/10.31800/jtp.kw.v8n1.p142--153
Colquitt, J. A. (2015). Organizational behavior: Improving performance in commitment in the workplace. McGrow-Hill Education.
Crum, A. J., Akinola, M., Martin, A., & Fath, S. (2017). The role of stress mindset in shaping cognitive, emotional, and physiological responses to challenging and threatening stress. Anxiety, Stress, & Coping, 30(4), 379–395. https://doi.org/10.1080/10615806.2016.1275585
Dewi, A. A. (2018). Guru mata tombak pendidikan. CV Jejak.
Fadhilaturrahmi, Ananda, R., & Yolanda, S. (2021). Persepsi guru sekolah dasar terhadap pembelajaran jarak jauh di masa pandemi Covid 19. Jurnal Basicedu, 5(3), 1683–1688. https://doi.org/10.31004/basicedu.v5i3.1187
The Guardian. (2019, February 25). Teachers experience more stress than other workers, study shows. The Guardian. https://www.theguardian.com/education/2019/feb/25/teachers-experience-more-stress-than-other-workers-study-shows
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066
Herman, K. C., Reinke, W. M., & Eddy, C. L. (2020). Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory. Journal of School Psychology, 78, 69–74. https://doi.org/10.1016/j.jsp.2020.01.001
Hidayati, S., & Suryadi. (2020). Manajemen stres guru (Studi kasus guru SD di Sumenep Madura). EDUKA: Jurnal Pendidikan, Hukum, dan Bisnis, 5(2), 152–159. http://www.openjournal.unpam.ac.id/index.php/Eduka/article/view/8236
Judge, T. A., & Robbins, S. P. (2017). Organizational behavior (17th ed.). Pearson Education.
Kim, J., Shin, Y., Tsukayama, E., & Park, D. (2020). Stress mindset predicts job turnover among preschool teachers. Journal of School Psychology, 78, 13–22. https://doi.org/10.1016/j.jsp.2019.11.002
Kurniawan, A. (2018). Metode penelitian pendidikan. PT. Remaja Rosdakarya.
Lazarus, R. S., & Folkman, S. (1984). Coping and adaptation. In W. D. Gentry (Ed.), The handbook of behavioral medicine (pp. 282–325). Guilfor.
Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies (IJDET), 19(1), 89–109. http://doi.org/10.4018/IJDET.20210101.oa3
Muhonen, H., Pakarinen, E., Lerkkanen, M.-K., (2021). Professional vision of grade 1 teachers experiencing different levels of work-related stress. Teaching and Teacher Education, 110, 103585. https://doi.org/10.1016/j.tate.2021.103585
Putus, T., Vilén, L., Atosuo, J. (2021). The association between work-related stress, indoor air quality and voice problems among teachers - is there a trend? Journal of Voice. https://doi.org/10.1016/j.jvoice.2021.09.007
Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. http://dx.doi.org/10.29333/ejecs/388
Robbins, S. P., & Judge, T. A. (2017). Organizational behaviour (13rd ed.). Salemba Empat.
Supartha, W. G., & Sintaasih, D. K. (2017). Pengantar perilaku organisasi. PT. Mabhakti.
Vanchapo, A. R. (2020). Beban kerja dan stres kerja. CV. Penerbit Kiara Media.
Will, M. (2021, February 22). Teachers are stressed out, and it’s causing some to quit. Education Week. https://www.edweek.org/teaching-learning/teachers-are-stressed-out-and-its-causing-some-to-quit/2021/02
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Risti Irawan, Natalia Astri Christyani, Brigita Saras Andriani, Irene Putri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.