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"Hubungan yang baik antara guru dengan siswanya dapat mempengaruhi well-being pada guru. Penelitian ini dilakukan untuk mengetahui apakah terdapat peran moderasi dari pengalaman guru mengajar pada hubungan kedekatan guru dengan siswanya terhadap well-being guru. Hubungan kedekatan guru-siswadiukur dengan menggunakan Student-Teacher Relationship Scale (STRS) milik Aldrup (2018), sedangkan well-being guru diukur dengan alat ukur Teacher Subjective Well-Being Questionnaire (TSWQ) milik (Renshaw et al., 2015). Responden dalam penelitian ini berjumlah 289 orang yang merupakan guru pada jenjang sekolah menengah (SMP,SMA/Sederajat). Teknik analisis yang digunakan adalah analisis regresi sederhana. Hasil uji hipotesis pada penelitian ini menunjukkan bahwa tidak terdapat peran dari pengalaman guru mengajar dalam memperlemah atau memperkuat hubungan kedekatan guru-siswaterhadap well-being guru. Namun, hasil uji korelasi pada penelitian ini menunjukkan bahwa terdapat hubungan positif antara hubungan kedekatan guru-siswa dan well-being guru.

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A good relationship between teachers and students can influence the well-being of teachers. This study was conducted to determine whether there is a moderating role of the teaching experience of the teacher in the relationship between the teacher and his students towards the teacher's well-being. The teacher-student closeness relationship was measured using Aldrup's (2018) Student-Teacher Relationship Scale (STRS), while the teachers well-being was measured by the teacher's Subjective Well-Being Questionnaire (TSWQ) measuring instrument (Renshaw et al., 2015). Respondents in this study totaled 289 people who were teachers at the secondary school level (junior high school, high school / equivalent). The analysis technique used is simple regression analysis. The results of hypothesis testing in this study indicate that there is no role of the teaching experience of teachers in weakening or strengthening the close relationship between teacher-student and teacher well-being. However, the results of the correlation test in this study indicate that there is a positive relationship between the teacher-student closeness relationship and the teachers well-being."

"Teacher efficacy dan sikap terhadap pendidikan inklusif merupakan salah satu hal yang dianggap akan memengaruhi keberhasilan pendidikan inklusif. Variabel Teacher efficacy maupun sikap guru terhadap pendidikan inklusif juga dipengaruhi oleh faktor lain yaitu pengalaman mengajar guru. Penelitian ini dilakukan untuk melihat hubungan antara teacher efficacy dengan sikap terhadap pendidikan inklusif di sekolah dasar inklusif swasta yang ditinjau dari pengalaman mengajar guru. Sebanyak sembilan puluh tujuh guru SD inklusif swasta di Jakarta dan Depok dijadikan sampel dalam penelitian ini. Penelitian ini menggunakan alat ukur Teacher's Sense of Efficacy Scale (TSES) untuk mengukur teacher efficacy dan Multidimensional Attitudes Towards Inclusive Education Scale (MATIES). Hasil menunjukkan bahwa terdapat hubungan yang signifikan positif antara teacher efficacy dengan sikap guru terhadap pendidikan inklusif (r (97)=321, p<.01). Hal ini menunjukkan bahwa semakin tinggi keyakinan guru akan kompetensinya sebagai pengajar maka semakin positif sikap guru terhadap pendidikan inklusif. Di sisi lain, hubungan antara kedua variabel ketika ditinjau dari pengalaman mengajar bervariasi. Penelitian ini juga menunjukkan bahwa tidak terdapat perbedaan teacher efficacy (F(94)= .212, p>.05) maupun sikap guru (F(94)= .335, p>.05) pada guru dengan kelompok pengalaman mengajar yang berbeda. Hal ini menunjukkan bahwa guru dengan pengalaman mengajar yang berbeda memiliki keyakinan yang sama akan kompetensinya sebagai pengajar dan memiliki sikap yang sama terhadap pendidikan inklusi.

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It has been argued that teacher efficacy and attitude towards inclusive education have positive effect for the successful of inclusive education. Both teacher efficacy and attitude towards inclusive education are influenced by teaching experiences. This study is aimed to analyze the relationship between teacher efficacy and teacher attitude toward inclusive education reviewed by teaching experiences in private elementary school in Jakarta and Depok. 97 private elementary teachers are involve in this research. This quantitative study uses Teacher?s Sense of Efficacy Scale (TSES) to measure teacher efficacy and Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) to measure teachers attitude. The result reveals that there is significant positive correlation between teacher efficacy and teacher attitude towards inclusive education (r (97)=321, p<.01). it shows that when the teachers have high efficacy about their competence so the more positive their attitude towards inclusive education. In the other side, the relationship between two variables when reviewed by teaching experiences are various. This study also shows there is no differences in teacher efficacy (F(94)= .212, p>.05) and teacher attitude (F(94)= .335, p>.05) for the teacher with different teaching experiences. This study reveals that teacher with different teaching experiences have same belief about their competence as a teacher and have same attitude toward inclusive education."

"Guru di sekolah inklusif menghadapi berbagai tantangan. Tantangan tersebut antara lain adaptasi kurikulum, pembelajaran siswa berkebutuhan khusus dan siswa reguler di kelas yang sama, perilaku siswa berkebutuhan khusus yang kurang tepat, dan persepsi rendahnya kompetensi guru menangani siswa berkebutuhan khusus. Oleh karena itu, diperlukan harapan agar guru dapat berperan penting dalam pendidikan inklusif meski menghadapi berbagai kendala. Penelitian ini bertujuan untuk menguji hubungan antara welas asih dan harapan pada guru sekolah inklusif. Partisipan penelitian adalah 162 guru sekolah dasar inklusif. Adult Hope Scale (AHS) dan Self-Compassion Scale (SCS) digunakan sebagai alat ukur dalam penelitian ini. Hasil penelitian ini menemukan bahwa ada hubungan positif yang signifikan antara cinta diri dengan harapan. Hubungan ini dapat terjadi karena dukungan batiniah, rasa percaya diri, sikap diri yang positif, dan meningkatnya persepsi kompetensi yang ditimbulkan oleh rasa welas asih memudahkan individu untuk memiliki harapan yang lebih baik.

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Teachers in inclusive schools face various challenges. The challenges include curriculum adaptation, learning of students with special needs and regular students in the same class, behavior of students with special needs that are not suitable, and perceptions of the teacher's low competence to deal with students with special needs. Therefore, hope is needed by teachers to play an important role in inclusive education, despite their facing various obstacles. This research aimed to identify a relationship between self-compassion and hope among inclusive school teachers. Research participants were 162 elementary inclusive schools. Adult Hope Scale (AHS) and the Self-Compassion Scale (SCS) were used as an instrument in this research. The research showed that there was a significant positive relationship between self-compassion and hope. This relationship can occur because of inner support, self-confidence, positive self-attitude, and increased perceptions of competency generated by self-compassion someone has a better hope."

"Tujuan dari penelitian ini untuk mengetahui hubungan antara teacher efficacy dengan strategi pengajaran pada guru Sekolah Dasar Inklusif Swasta. Penelitian ini dilakukan pada 11 SD Inklusif Swasta di Jakarta dan Depok. Total responden dari penelitian yakni 70 guru SD Inklusif Swasta. Penelitian ini menggunakan alat ukur Teacher?s Sense of Efficacy Scale (TSES) untuk mengukur teacher efficacy dan The Bender Classroom Structure Questionnaire (BCSQ) untuk mengukur strategi pengajaran inklusif. Hasil dari penelitian ini ditemukan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dengan strategi pengajaran pada guru di SD Inklusif Swasta (r (70)= .247, p<0.05). Hal ini menunjukkan bahwa semakin yakin guru terhadap kemampuan dirinya maka guru akan semakin sering menggunakan strategi pengajaran yang beragam. Selain itu, peneliti juga melihat perbedaan teacher efficacy dan strategi pengajaran dilihat dari pernah atau tidaknya guru mengikuti pelatihan. Ditemukan tidak ada perbedaan teacher efficacy (t(68)= -.026, p>.05) dan strategi pengajaran (t(68)=.188,p>.05) pada kelompok guru yang pernah dan tidak pernah mengikuti pelatihan. Hal ini menunjukkan bahwa baik guru yang pernah mengikuti pelatihan maupun guru yang tidak pernah mengikuti pelatihan memiliki keyakinan yang sama mengenai kemampuan dirinya untuk melakukan pengajaran dan menggunakan strategi pengajaran inklusif yang sama di kelas.

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The objective of this research is to examine relationship between teacher efficacy and teaching strategy on teacher in private inclusive primary school. This research is conducted in 11 private inclusive primary school in Jakarta and Depok area, with total respondent of 70 teachers. Teacher?s sense of efficacy scale (TSES) and the The Bender Classroom Structure Questionnaire (BCSQ) are administered to measure teacher efficacy and inclusive teaching strategy respectively. Significant positive correlations found between teacher efficacy and teaching strategy on teacher in private inclusive primary school (r (70)= .247, p<0.05).

This shows that teachers with high self efficacy are more often employing different teaching strategies. Differences in the correlation between teacher efficacy and teaching strategy are observed from whether the teacher had training before. No differences are found in the correlation between teacher efficacy (t(68)= -.026, p>.05) and teaching strategy (t(68)=.188,p>.05) on teacher who have and have not received training. This shows that both teacher with and without training have the same self efficacy to do teaching and to employ inclusive teaching strategy in the class."

"Penelitian disertasi ini bertujuan untuk menjelaskan hubungan faktor situasi (peristiwa siswa menunjukkan ekspresi emosi marah kepada guru), emosi marah/cemas guru, pengalaman kekerasan di masa lalu dengan perilaku agresif reaktif dan proaktif guru dengan menggunakan teori AET (Affective Events Theory). Studi 1 akan meneliti perbedaan penerimaan perilaku agresif guru. Studi 2 akan menjelaskan hubungan tidak langsung antara peristiwa siswa menunjukkan ekspresi emosi marah kepada guru dengan perilaku agresif reaktif dan proaktif melalui emosi marah dan cemas guru. Hasil penelitian disertasi ini memperlihatkan bahwa terdapat perbedaan penerimaan terhadap perilaku agresif fisik dan verbal guru, khususnya pada partisipan yang sering dengan yang jarang mengalami kekerasan di masa lalu. Artinya, terdapat indikasi pengalaman kekerasan di masa lalu dapat mempredisposisi perilaku agresif guru Selain itu, penelitian ini menemukan bahwa ekspresi emosi marah siswa memiliki hubungan tidak langsung dengan perilaku agresif reaktif guru melalui emosi marah dan cemas guru. Secara praktis, hasil penelitian ini mengindikasikan adanya kebutuhan mengembangkan pelatihan guru tentang perilaku agresif guru.

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The aim of this study was to explain the relationships between situational factor (students’ anger expression), teachers’ anger and anxiety, previous experiences of violence with teachers’ reactive and proactive aggressive behaviors, Affective Events Theory. Study 1 aimed to identify the differences of the acceptance of teachers’ aggressive behaviors. Furthermore, in study 2, aimed to explain the indirect relationship of students’ anger expressions to reactive and proactive aggressive behaviors through teachers’ anger and anxiety. The results showed that there were significant differences on the acceptance of teachers' physically and verbally aggressive behavior, especially among participants who often experienced violence in the past, compared to participants who rarely experienced violence in the past. This study also found that students' anger expression has an indirect relationship with the teachers’ reactive aggressive behaviors through teachers’ anger and anxiety. In addition, this study indicated the need to develop teachers’ training programme about teachers’ aggressive behaviors."