The Effect of Workload, Individual Characteristics, and School Climate on Teachers’ Emotional Exhaustion in Elementary Schools of Papua

Werang, Basilius Redan

doi:10.21831/cp.v38i3.20635

Cited by 35 publications

(42 citation statements)

References 31 publications

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“…Furthermore, based on the theory of self-determination that support from schools perceived by teachers can meet the needs of competence and the needs of interrelationships that can potentially increase the intrinsic motivation of teachers in teaching. In addition, the findings of this study support the statement of Wei (2012) that school climate as an external factor has a strong influence on teacher motivation, and teachers who understand the importance of school climate will have implications for education (Werang, 2018).…”

Section: Discussionsupporting

confidence: 87%

“…This study uses a quantitative approach using survey research designs to examine the behavior of an individual or group. The survey research design was used because of the following considerations: (a) high representation; (b) low cost; (c) easy data collection; (d) good statistical significance; (e) subjectivity of small researchers; and (f) precis results (Werang, 2018). The population of this study is elementary school teachers who teach in areas with underdeveloped developmental status in East Java, while the sample of this study amounted to 241 teachers (25.31% male; 74.69% female) spread over four districts, namely Blitar, Kediri, Tulungagung, and Nganjuk Regency.…”

Section: Research Design and Participantsmentioning

confidence: 99%

“…A positive school climate as a source of motivation can motivate teachers to improve teaching competence in schools (Kocabas, 2009). Teachers who understand the importance of the school climate will have implications for education, namely teachers can develop characters who like to work hard and never give up (Werang, 2018). School climate is an important factor in job satisfaction, productivity, and teacher motivation, and plays a role in promoting student learning activities (Pretorius & De Villiers, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Capturing Teaching Motivation of Teacher in the Disadvantaged Areas

Utomo

Suminar

Hamidah

2019

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Teaching motivation of teachers is very important for student’s development. The purpose of this study is to test the teaching motivation of teachers in disadvantaged areas affected by the school climate and self-concept through the satisfaction of basic psychological needs. The subjects of this research were 241 teachers. Data collection techniques used instruments in the form of a school climate scale, a scale of self-concept, a scale of basic psychological need satisfaction, and a scale of teaching motivation. The data analysis techniques used a structural equation modeling. The results showed that the attention of teachers who teach in disadvantaged areas shows that the school climate and teacher’s self-concept differently provide an important role in teaching motivation mediated by the basic psychological needs satisfaction. This means that teaching motivation is a result of the role of the school climate as an external factor and satisfaction of basic psychological needs and self-concept as an internal factor. The implication of this research is the need for programs to develop teacher motivation in disadvantaged areas by optimizing and considering school climate, self-concept, and satisfaction of basic psychological needs as influential factors.

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Section: Discussionsupporting

confidence: 87%

Section: Research Design and Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Capturing Teaching Motivation of Teacher in the Disadvantaged Areas

Utomo

Suminar

Hamidah

2019

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“…Islamic psychosocial must be developed massively in madrasah teachers with a conducive school climate, because if it is not done it will create emotional exhaustion on the teacher himself. In his findings, Werang (2018) stated that workload, individual characteristics, and school climate had a partially significant effect on teachers' emotional exhaustion.…”

Section: Discussionmentioning

confidence: 99%

Strengthening Islamic Behavior and Islamic Psychosocial in Developing Professional Madrasah Teachers

Tambak

Sukenti²

2020

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Studies on professional madrasah teachers have been widely explored, but its development from the religious aspect is still limited, while professional teachers are needed in the development of quality madrasah education. This research focused on developing professional teacher of Madrasah Aliyah by strengthening Islamic behavior and Islamic psychosocial. Using ex post facto research design and involving 397 Madrasah Aliyah teachers in 12 regencies/cities of Riau Province, Indonesia. A questionnaires were made to measure Islamic behavior and Islamic psychosocial and tests to measure professional madrasah teachers. The data were analyzed using inferential statistics. The findings of this research revealed that mastery of Islamic behavior and Islamic psychosocial contributes to developing professional madrasah teachers in carrying out teaching profession. Islamic behavior and Islamic psychosocial, specifically, is predicted to improve professional madrasah teachers. However, Islamic behavior has a higher contribution than Islamic psychosocial. This study concludes that professional madrasah teachers can be developed significantly by strengthening Islamic behavior and Islamic psychosocial in madrasah teachers. This research contributes to the Director General of Islamic Education of the Ministry of Religion of the Republic of Indonesia in taking the policy to develop professional madrasah teachers in Indonesia and design lecture materials for prospective madrasah teachers.

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“…In its nature, this study is a quantitative approach using a survey research design as it was sought to justify the job satisfaction of elementary school teachers' of Southern Papua and its eventual effect on their job performance. Werang [48] underlined six advantages of employing a survey approach as the following: (a) high representation, (b) low cost, (c) convenient data collecting, (d) good arithmetical result, (e) little investigator subjectivity, and (f) exact result.…”

Section: Methodsmentioning

confidence: 99%

Job Satisfaction and Performance of Elementary School Teachers in Southern Papua, Indonesia

Wula¹,

Yunarti²,

Wolomasi³

et al. 2020

ujer

Self Cite

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The high level of elementary school teacher absenteeism in Papua in general and in Southern Papua in particular has greatly impacted on teachers' performance in educating students. In this point, the elementary school students' inability in mastering basic reading, writing, and arithmetic (3-Rs) should be attributed to the low performance of elementary school teachers of Southern Papua, both inside and outside the classroom. As the researchers have widely identified the job satisfaction as one of the most predicting factors for the job performance, this study seeks to examine the job satisfaction and its eventual effects on job performance of teachers in elementary schools of Southern Papua. A survey approach was used to attain this goal. To collect the data, two types of Indonesian language version of questionnaire were distributed to a total of 1062 informants. In order that all the questionnaire were completely filled up and returned in 100% response rate by the informants, we employed a face-to-face method by asking the consent of each informant to fill-up the questionnaire and returned it directly to our team. Applying the simple linear regression analysis as a tool for analyzing data, the result showed that the coefficient value of R 2 is .089 and the ρ value is .000. It inferred that 8.9 % of the job performance of elementary school teachers within the area of Southern Papua, Indonesia, is significantly positively predicted by their personal satisfaction. Though the predicting value of the job satisfaction on the performance of teachers was categorized low (8.9 %), finding of this study may be imperative for the school principals to enhance teachers' job performance in the elementary schools of Southern Papua by promoting their job satisfaction. Finding of this study may supposedly enlarge the existing knowledge on the job satisfaction and performance of teachers by providing an empirical proof from the Southern Papua context.

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The Effect of Workload, Individual Characteristics, and School Climate on Teachers’ Emotional Exhaustion in Elementary Schools of Papua

Cited by 35 publications

References 31 publications

Capturing Teaching Motivation of Teacher in the Disadvantaged Areas

Capturing Teaching Motivation of Teacher in the Disadvantaged Areas

Strengthening Islamic Behavior and Islamic Psychosocial in Developing Professional Madrasah Teachers

Job Satisfaction and Performance of Elementary School Teachers in Southern Papua, Indonesia

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