The Effect Of Teacher Stress On Teacher Well-Being In Teachers Who Teach On Inclusive Elementary School

Fitri Lestari Issom; Fachrurozzy

doi:10.21009/JPPP.112.03

Fitri Lestari Issom Program Studi Psikologi, FPsi Universitas Negeri Jakarta; Jl. Halimun No. 2 Jakarta Selatan 12980
Fachrurozzy Universitas Negeri Jakarta

DOI: https://doi.org/10.21009/JPPP.112.03

Keywords: teacher well-being, teacher’s stress, elementary school, inclusive

Abstract

This research aims to find effects of teachers’ stress on teacher well-being in teachers of inclusive elementary schools. This is a quantitative research with one predictor linear regression analysis. Samples in this research were 117 inclusive elementary schools collected using the accidental sampling. Variable of teachers’ stress was measured using Teacher Stress Inventory (TSI) developed by Collie and variable of teacher well-being was measured using Teacher Well-Being Scale (TWBS) developed by Firman & Fastenau. The research results showed significance value (ρ) OG 0.000, which was smaller than 0.5, and it was found that F-count was 29.795 and F-table was 3.92. It meant that teachers’ stress provided significant effects on teacher well-being in teachers of inclusive elementary schools. This study concluded that if teachers experience high levels of stress, it will reduce their level of teacher well-being. In addition, it was found that R-square was 0.206, which meant that teachers’ stress provided effect of 20.6% on teacher well-being in teachers of inclusive elementary schools.