Pengaruh Psychological Capital dan Perceived Organisational Support terhadap Teacher Burnout dengan Job Satisfaction sebagai Variabel Mediator di SMK T Surabaya
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Feb 16, 2023
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Abstract
Teacher burnout is a negative syndrome that could happen to teachers that will affect their performance, hence, lowers their students’ achievements. The goal of this paper was to confirm the direct effect of psychological capital and perceived organizational support towards teacher burnout, and the indirect effect of psychological capital and perceived organizational support towards teacher burnout with job satisfaction as a mediating variable.This research used quantitative approach with census as the sampling method. The data collection instrument used was a likert scale questionnaire in Bahasa Indonesia to measure every single variable in this research. Subjects of this research were 58 teachers of Sejahtera Vocational School in Surabaya. This research used path analysis to prove the direct and indirect effects of psycap and POS on teacher burnout with job satisfaction as the mediating variable. This paper showed that psychological capital and perceived organizational support directly affect teacher burnout significantly, and psychological capital and perceived organizational support indirectly affect teacher burnout through job satisfaction as a mediating variable significantly.
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Fairuz, M., & Hadi, C. (2023). Pengaruh Psychological Capital dan Perceived Organisational Support terhadap Teacher Burnout dengan Job Satisfaction sebagai Variabel Mediator di SMK T Surabaya. Journal on Education, 5(3), 9839-9854. Retrieved from https://jonedu.org/index.php/joe/article/view/1803
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References
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Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39(5), 1757-1766. https://doi.org/10.1007/s12144-018-9878-7
Chaaban, Y., & Du, X. (2017). Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools. Teaching and Teacher Education, 67, 340-350. https://doi.org/10.1016/j.tate.2017.07.002
Chandrakar, S. (2017). Perceived organizational support and personality dimensions as predictors of job satisfaction. Indian Journal of Health and Wellbeing, 8(1), 54.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational psychology review, 21(3), 193-218. https://doi.org/10.1007/s10648-009-9106-y
Claudia, M. (2018). The influence of perceived organizational support, job satisfaction and organizational commitment toward organizational citizenship behavior (a study of the permanent lecturers at University of Lambung Mangkurat, Banjarmasin). Journal of Indonesian Economy and Business (JIEB), 33(1), 23-45. https://doi.org/10.22146/jieb.17761
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Da, S., He, Y., & Zhang, X. (2020). Effectiveness of psychological capital intervention and its influence on work-related attitudes: Daily online self-learning method and randomized controlled trial design. International Journal of Environmental Research and Public Health, 17(23), 8754. https://doi.org/10.3390/ijerph17238754
Dello Russo, S., & Stoykova, P. (2015). Psychological capital intervention (PCI): A replication and extension. Human Resource Development Quarterly, 26(3), 329-347. https://doi.org/10.1002/hrdq.21212
Demir, S. (2018). The Relationship between Psychological Capital and Stress, Anxiety, Burnout, Job Satisfaction, and Job Involvement. Eurasian Journal of Educational Research, 75, 137-153.
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied psychology, 71(3), 500-507. https://doi.org/10.1037/0021-9010.71.3.500
Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers' grit, self-efficacy, burnout, and performance. Journal of Critical Reviews 7(11), 108-119. https://doi.org/10.31838/jcr.07.11.17
Faragher, E. B., Cass, M., & Cooper, C. L. (2013). The relationship between job satisfaction and health: a meta-analysis. From stress to wellbeing Volume 1, 254-271. https://doi.org/10.1057/9781137310651_12
Ferradás, M. D. M., Freire, C., García-Bértoa, A., Núñez, J. C., & Rodríguez, S. (2019). Teacher profiles of psychological capital and their relationship with burnout. Sustainability, 11(18), 5096. https://doi.org/10.3390/su11185096
Freire, C., Ferradás, M. D. M., García-Bértoa, A., Núñez, J. C., Rodríguez, S., & Piñeiro, I. (2020). Psychological capital and burnout in teachers: The mediating role of flourishing. International Journal of Environmental Research and Public Health, 17(22), 8403.
Friend, S. B., Johnson, J. S., Luthans, F., & Sohi, R. S. (2016). Positive psychology in sales: Integrating psychological capital. Journal of Marketing Theory and Practice, 24(3), 306-327. https://doi.org/10.3390/ijerph17228403
Grover, S. L., Teo, S. T., Pick, D., Roche, M., & Newton, C. J. (2018). Psychological capital as a personal resource in the JD-R model. Personnel Review 47(4) 968-984. https://doi.org/10.1108/PR-08-2016-0213
Hansen, A., Buitendach, J. H., & Kanengoni, H. (2015). Psychological capital, subjective well-being, burnout and job satisfaction amongst educators in the Umlazi region in South Africa. SA Journal of Human Resource Management, 13(1), 1-9. https://doi.org/10.4102/sajhrm.v13i1.621
Hapsari, W. (2019). Adaptasi Alat Ukur Kepuasan Kerja Untuk Tenaga K esehatan di Indonesia. Praxis: Jurnal Sains, Teknologi, Masyarakat dan Jejaring, 2(1), 107-116. https://doi.org/10.24167/praxis.v2i1.2303
Hardiman, P., & Simmonds, J. G. (2013). Spiritual well-being, burnout and trauma in counsellors and psychotherapists. Mental Health, Religion & Culture, 16(10), 1044-1055. https://doi.org/10.1080/13674676.2012.732560
Hirschfeld, R. R. (2000). Does revising the intrinsic and extrinsic subscales of the Minnesota Satisfaction Questionnaire short form make a difference?. Educational and Psychological Measurement, 60(2), 255-270. https://doi.org/10.1177/00131640021970493
Kaplan, M., & Biçkes, D. M. (2013). The Relationship Between Psychological Capital and Job Satisfaction: A Study of Hotel Businesses in Nevşehir. Journal of Management & Economics, 20(2) 233-242.
Kara, S. (2020). Investigation of Job Satisfaction and Burnout of Visual Arts Teachers. International Journal of Research in Education and Science, 6(1), 160-171.
Krasikova, D. V., Lester, P. B., & Harms, P. D. (2015). Effects of psychological capital on mental health and substance abuse. Journal of Leadership & Organizational Studies, 22(3), 280-291. https://doi.org/10.1177/1548051815585853
Kurt, N., & Demirbolat, A. O. (2019). Investigation of the Relationship between Psychological Capital Perception, Psychological Well-Being and Job Satisfaction of Teachers. Journal of Education and Learning, 8(1), 87-99.
Lan, T., Chen, M., Zeng, X., & Liu, T. (2020). The influence of job and individual resources on work engagement among Chinese police officers: a moderated mediation model. Frontiers in psychology, 11(497). 1-14 https://doi.org/10.3389/fpsyg.2020.00497
Lawrence, D. F., Loi, N. M., & Gudex, B. W. (2019). Understanding the relationship between work intensification and burnout in secondary teachers. Teachers and teaching, 25(2), 189-199. https://doi.org/10.1080/13540602.2018.1544551
Liu, W., Zhao, S., Shi, L., Zhang, Z., Liu, X., Li, L., Duan, X., Li, G., Lou, F., Jia, X., Fan, L., Sun, T., dan Ni, X. (2018). Workplace violence, job satisfaction, burnout, perceived organizational support and their effects on turnover intention among Chinese nurses in tertiary hospitals: a cross-sectional study. BMJ Open, 8(6), 1-11. https://doi.org/10.1136/bmjopen-2017-019525
López-Núñez, M. I., Rubio-Valdehita, S., Diaz-Ramiro, E. M., & Aparicio-García, M. E. (2020). Psychological capital, workload, and burnout: what’s new? the impact of personal accomplishment to promote sustainable working conditions. Sustainability, 12(19). https://doi.org/10.3390/su12198124
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