THE RELATIONSHIP OF GRATITUDE WITH TEACHER WELL-BEING IN TEACHERS WHO TEACH ON INCLUSIVE ELEMENTARY SCHOOL

Authors

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

DOI:

https://doi.org/10.21009/PIP.352.1

Keywords:

teacher well-being, gratitude, inclusive elementary school

Abstract

This research aims to find the relationship between gratitude and teacher well-being for teachers who teach in inclusive elementary schools. The research method used is quantitative with descriptive analysis techniques and correlation analysis. The sample in this study was 185 inclusive elementary school teachers obtained by purposive sampling technique. The gratitude variable was measured using The Gratitude Questionnaire-Six Item Form (GQ-6) developed by McCullough, Emmons, and Tsang (2002) and the teacher well-being variable was measured using the Teacher Well-Being Scale (TWBS) developed by Collie et al. (2015). The results of the correlation analysis show that there is a significant relationship towards positive gratitude with teacher well-being for teachers who teach in inclusive elementary schools. The positive relationship between gratitude and teacher well-being is defined as the higher the gratitude, the higher the teacher well-being of teachers who teach in inclusive elementary schools.

 

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Published

2021-11-04

How to Cite

Issom, F. L., & Zulfa. (2021). THE RELATIONSHIP OF GRATITUDE WITH TEACHER WELL-BEING IN TEACHERS WHO TEACH ON INCLUSIVE ELEMENTARY SCHOOL. Perspektif Ilmu Pendidikan, 35(2), 97–104. https://doi.org/10.21009/PIP.352.1

Issue

Vol. 35 No. 2 (2021): Perspektif Ilmu Pendidikan

Section

Articles

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