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"ABSTRAKPenelitian ini dilakukan untuk mendapatkan gambaran mengenai hubungan antara traits dan teacher efficacy pada guru sekolah alam di jenjang pendidikan dasar. Pengukuran traits menggunakan alat ukur NEO-PI (McCrae & Costa, 2003) yang telah dimodifikasi oleh peneliti dan pengukuran teacher efficacy menggunakan alat ukur teacher efficacy scale (Tschannen-Moran, Woolfolk Hoy & Hoy‟s, 1998). Partisipan berjumlah 42 orang guru sekolah alam yang memiliki karakteristik telah mengajar minimal 1 tahun. Hasil penelitian ini menunjukkan terdapat hubungan negatif yang signifikan antara trait neuroticism dan teacher efficacy (r = -.537; p = 0.000, signifikan pada L.o.S 0.01). Artinya, semakin tinggi trait neuroticism guru sekolah alam, maka semakin rendah teacher efficacy yang dimilikinya. Hasil yang berbeda ditemukan pada korelasi antara trait extraversion, openness to experience, agreeableaness, conscientiousness dan teacher efficacy yang menunjukkan bahwa terdapat hubungan positif yang signifikan (r = .402, p = 0.000, signifikan pada L.o.S 0.01 untuk trait extraversion; r = .464, p = 0.000, signifikan pada L.o.S 0.01 untuk trait openness to experience, r = .579, p = 0.000, signifikan pada L.o.S 0.01 untuk trait agreeableaness, r = .693, p = 0.000, signifikan pada L.o.S 0.01 untuk trait conscientiousness). Hal ini berarti bahwa semakin tinggi trait extraversion, openness to experience, agreeableaness, dan conscientiousness guru sekolah alam, maka semakin tinggi pula dalam menampilkan teacher efficacy. Berdasarkan hasil tersebut, perlu dilakukan screening kepribadian ketika perekrutan guru sekolah alam. Selain itu, guru sekolah juga perlu diberi intervensi sejak dini untuk meningkatkan teacher efficacy.

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AbstractThis research was conducted to find the correlation between nature traits and teacher efficacy in hatural schools teachers. Traits was measured using a modification instrument named NEO-PI (McCrae & Costa, 2003) and teacher efficacy was measured using a modification instrument named teacher efficacy scale (Tschannen-Moran, Woolfolk Hoy & Hoy‟s, 1998). The participants of this research are 42 teachers of natural schools who have teaching experince minimal one year. The main results of this research show that trait neuroticism negatively correlated significantly with teacher efficacy (r = -.537; p = 0.000, significant at L.o.S 0.01). This is mean that higher trait neuroticism of natural school‟s teachers, so their teacher efficacy will be lower. But, another traits (extraversion, openness to experience, agreeableaness, conscientiousness) show that they are positively correlated significantly with teacher efficacy (r = .402, p = 0.000, signifikan pada L.o.S 0.01 for trait extraversion, r = .464, p = 0.000, signifikan pada L.o.S 0.01 for trait openness to experience, r = .579, p = 0.000, signifikan pada L.o.S 0.01 for trait agreeableaness, r = .693, p = 0.000, signifikan pada L.o.S 0.01 for trait conscientiousness). This is mean that higher trait extraversion, openness to experience, agreeableaness, conscientiousness of natural school‟s teachers, so their teacher efficacy will be higher too. Based on these results, natural school ought to held a personality screening in recruitment and give intervention, such as training or seminar to teachers that can increase teacher efficacy."

"Penelitian ini bertujuan untuk melihat hubungan antara teacher efficacy kepuasan kerja pada guru SD Negeri inklusi. Partisipan penelitian ini adalah guru SD Negeri inklusi yang berada di wilayah JABODETABEK sebanyak 77 orang. Kepuasan kerja diukur dengan menggunakan alat ukur yang dimodifikasi oleh peneliti berdasarkan instrumen JSS (Job Satisfaction Survey) yang dikembangkan oleh Paul E. Spector (1985) yang terdiri atas sembilan aspek kepuasan kerja seperti gaji, kenaikan pangkat, atasan, imbalan, penghargaan, kondisi operasi kerja, Rekan kerja, pekerjaan itu sendiri dan komunikasi. Teacher efficacy diukur dengan menggunakan alat ukur yang dimodifikasi oleh Winafaisal (2010) berdasarkan instrumen OSTES (Ohio State Teacher Efficacy Sense) yang dikembangkan oleh Tschannen-Moran & Woolfolk Hoy (2001) dengan tiga dimensi yakni Efficacy in Student Engagement, Efficacy in Instructional Strategies dan Efficacy in Classroom.Hasil penelitian ini menunjukkan bahwa ada hubungan yang signifikan antara kepuasan kerja dan teacher efficacy mengunakan teknik korelasi pearson (r = 0.249). Aspek nature of work pada kepuasan kerja juga memiliki korelasi positif dengan teacher efficacy (korelasi parsial = 0,336). Implikasi dari penelitian ini penting bagi pengembangan dunia pendidikan inklusi di Indonesia khususnya yang berkaitan dengan teacher efficacy dan kepuasan kerja bagi guru sekolah dasar negeri inklusi.

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The purpose of this study is to find out whether there is any between teacher efficacy and job satisfaction among public inclusive elementary school teachers. Participants of this study are inclusive public elementary school teacher located around JABODETABEK. Job satisfaction was measured by instrument modified by researcher based on JSS (Job Satisfaction Survey) which originally developed by Paul E. Spector (1985) with nine aspect of job satisfaction (Pay, Promotion, Supervision, Fringe Benefit, Contingen reward, Operating condition, Co-worker, Nature of work and Communication). Teacher efficacy was measured by instrument modified by Winafaisal (2010) based on OSTES (Ohio State Teacher Efficacy Sense) originally developed by Tschannen-Moran & Woolfolk Hoy (2001) with three dimention (Efficacy in Student Engagement, Efficacy in Instructional Strategies and Efficacy in Classroom Management).This current study shows that there is a significant correlation between job satisfaction and teacher efficacy using Pearson Correlation (r=0,249). The nature of work aspect in job satisfaction also has positive correlation with instructional engagement aspect in teacher efficacy (partial correlation= 0,336). This study has important implications for the development of inclusive education in Indonesia, particularly those related to teacher efficacy and job satisfaction for public inclusive elementary school teachers."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan dimensi teacher efficacy dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Instrumen yang digunakan untuk mengukur teacher efficacy adalah Teachers? Sense of Efficacy Scale sedangkan untuk mengukur sikap guru terhadap pendidikan inklusif digunakan Multidimensional Atitude toward Inclusive Education Scale (MATIES). Subjek dari penelitian ini adalah guru-guru di sekolah dasar inklusif negeri (N=100). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dan sikap guru terhadap pendidikan inklusif. Dengan kata lain, ketika guru memiliki skor teacher efficacy yang tinggi, guru tersebut cenderung memiliki sikap yang positif terhadap pendidikan inklusif. Sebaliknya, ketika guru memiliki skor teacher efficacy yang rendah, maka guru tersebut cenderung memiliki sikap yang negatif terhadap pendidikan inklusif. Hasil penelitian yang berkaitan dengan dimensi teacher efficacy ditemukan bahwa terdapat hubungan yang signifikan pada dimensi instructional strategies & student engagement dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Sebaliknya, untuk dimensi classroom management ditemukan bahwa tidak terdapat hubungan yang signifikan dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Untuk meningkatkan teacher efficacy yang dimiliki oleh guru di sekolah dasar inklusif negeri, pihak sekolah dapat menyediakan fasilitas seperti alat peraga dan guru pendamping khusus serta membatasi jumlah siswa di tiap kelas.

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This research is conducted to find about the relationship between teacher efficacy and dimensions of teacher efficacy with attitude toward inclusive education in public inclusive elementary school. The instruments of this study were Teachers? Sense of Efficacy Scale (to measure teacher efficacy) and Multidimensional Atitude toward Inclusive Education Scale (MATIES) (to measure attitude teacher toward inclusive education). Participants of this study were teacher in public inclusive elementary school (N=100).

The result of research showed that there is a positive significant correlation between teacher efficacy and attitude toward inclusive education in public inclusive elementary school. This finding suggests when teachers have high score in teacher efficacy, they tend to have positive attitude toward inclusive education. On the contrary, when teachers have low score in teacher efficacy, they tend to have negative attitude toward inclusive education.

The results of research related to dimensions of teacher efficacy found that there is positive significant correlation between efficacy in student engagement and efficacy in instructional strategies dimensions with teacher attitude toward inclusive education in public inclusive elementary school. In the other hand, efficacy in classroom management dimension showed there is no positive significant correlation with attitude toward inclusive education in public inclusive elementary school. In order to increase teacher efficacy in public inclusive elementary school, schools can provide facilities such as property to teach, shadow teachers and also to limit the number of student in each class."

"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."

"Pendidikan inklusif merupakan sistem pendidikan yang dewasa ini diimplementasikan untuk meningkatkan partisipasi anak berkebutuhan khusus (ABK) di sekolah umum. Pada konteks Indonesia, penerapan pendidikan inklusif memiliki beberapa hambatan, termasuk didalamnya adalah peran guru dalam memberikan strategi pengajaran inklusif yang belum optimal. Penelitian ini bertujuan untuk melihat peran mediasi teacher efficacy terhadap hubungan antara dukungan sekolah dan strategi pengajaran inklusif di Sekolah Dasar Inklusif. Alat ukur yang digunakan adalah BCSQ (Bender Classroom Structure Questionnaire), PSSIE (Perceived School Support for Inclusive Education), dan TEIP (Teacher Efficacy for Inclusive Practice). Partisipan dalam penelitian ini adalah 324 guru SD inklusif dari 15 provinsi. Hasil analisis mediasi menunjukkan bahwa teacher efficacy memiliki peran mediasi total terhadap hubungan antara dukungan sekolah dan strategi pengajaran inklusif, yaitu dengan direct effect yang tidak signifikan (β=0,1128, p=0,051) dan indirect effect yang signifikan (β=0,2636, [0,1882, 0,3570]). Hal ini menunjukkan bahwa dukungan dari sekolah untuk mengimplementasikan pendidikan inklusif akan mempengaruhi efikasi guru dalam mengajar, sehingga akan memunculkan strategi pengajaran inklusif. Saran bagi peneliti selanjutnya dapat melakukan observasi langsung terhadap strategi pengajaran. Hasil dari penelitian ini memiliki implikasi yang kuat untuk meningkatkan praktik pendidikan inklusif di Indonesia, terutama dalam pemberdayaan guru dalam pengajaran inklusif.

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Inclusive education has become the world’s recent strategy to increase student with special needs’ (SEN) participation in mainstream school. In Indonesia, inclusive education has several obstacles, including the role of teachers in giving inclusive teaching strategies that were not optimum. This study investigated the mediation of teacher efficacy towards the relationship between school support and teaching strategies in an inclusive primary school in Indonesia. The measurement used in this study were BCSQ (Bender Classroom Structure Questionnaire), PSSIE (Perceived School Support for Inclusive Education), and TEIP (Teacher Efficacy for Inclusive Practice). The participants were 324 inclusive primary school teachers from 15 provinces. Process Mediation Model analysis revealed that teacher efficacy has a total mediation role in the relationship between school support and inclusive teaching strategies, which shown by significant direct effect (β=0,1128, p=0,051) and insignificant indirect effect (β=0,2636, [0,1882, 0,3570]). This reflects a notion that the supports from school will lead to teacher efficacy in teaching SEN, then effective inclusive teaching strategys will emerge. Further research could consider direct observation of inclusive teaching. The results have strong implications to enhance inclusive education practice in Indonesia, especially for teacher empowerment in terms of inclusive teaching."

"Guru di sekolah dasar (SD) inklusif menghadapi beragam tantangan yang dapat berdampak pada penurunan performa guru dalam mengajar, termasuk perilaku mengembangkan kreativitas pada siswa. Penelitian ini bertujuan untuk mengetahui hubungan antara self-compassion guru SD inklusif dengan creativity fostering teacher behavior (CFTB). Penelitian yang melibatkan 143 partisipan guru ini menggunakan alat ukur CFTIndex untuk mengukur CFTB dan SWD untuk mengukur self-compassion . Hasil penelitian menggunakan Spearman’s rho menunjukkan ada hubungan yang signifikan antara self-compassion dan CFTB pada guru SD inklusif. Di sisi lain, dimensi self-kindness, self-judgment, common humanity, mindfulness , dan overidentification berhubungan secara signifikan dengan CFTB. Namun, hubungan yang tidak signifikan ditemukan pada dimensi isolation dan CFTB. Implikasi hasil penelitian ini adalah dapat menjadi pijakan bagi penelitian selanjutnya yang serupa dan meningkatkan kesadaran bagi pihak sekolah serta guru SD inklusif akan pentingnya self-compassion dalam pelaksanaan CFTB.

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Playing the role of a teacher in an inclusive elementary school does not rule out the possibility of facing challenges that can impact teacher performance in teaching, including fostering student’s creativity. This study aims to determine the relationship between self-compassion and creativity fostering teacher behavior (CFTB) in inclusive elementary school teachers. This study involved 143 participating class teachers and subject teachers at inclusive primary schools with at least 1 year of teaching experience. The instruments used are CFTIndex to measure CFTB  and SWD to measure self-compassion. The results of the study using Spearman's rho showed that there was a significant relationship between self-compassion and CFTB in inclusive elementary school teachers. In addition, the dimensions of self-kindness, self-judgment, common humanity, mindfulness, and overidentification are significantly related to CFTB. However, no significant relationship was found in the dimension of isolation and CFTB. The implication of the results of this study is that it can become a basis for further similar research and increase awareness for schools and inclusive elementary school teachers of the importance of self-compassion in the implementation of CFTB."

"Penelitian ini bertujuan untuk mengetahui hubungan antara self efficacy dan burnout guru dalam mengajarkan pendidikan kesehatan reproduksi pada siswa berkebutuhan khusus di sekolah dasar inklusif. Pengukuran self efficacy menggunakan alat ukur yang telah dikembangkan, yaitu Norwegian Teacher Self Efficacy for Reprodutive Health Education Scale (NTSES-RHE) dan pengukuran burnout menggunakan alat ukur hasil adaptasi Maslach Burnout Inventory (MBI).Hasil penelitian menunjukkan adanya hubungan negatif signifikan semua dimensi pada self efficacy dengan personal accomplishment pada burnout; keeping discipline pada self efficacy dengan semua dimensi pada burnout. Tidak terdapat perbedaan tingkat self efficacy pada guru berdasarkan data demografis; terdapat perbedaan tingkat burnout pada guru berdasarkan jenis kelamin, lama mengajar, dan pengalaman pelatihan inklusif. Dengan kata lain, kurangnya keyakinan guru dalam mengajarkan pendidikan kesehatan reproduksi cenderung membuat guru memunculkan perasaan kurang efektif pada dirinya dan ketidakyakinanan guru membuat siswa patuh paling berpotensi memunculkan burnout. Pemberian pelatihan kepada guru dalam mengajarkan pendidikan kesehatan reproduksi dapat meningkatkan self efficacy guru dalam mengajarkan pendidikan kesehatan reproduksi; membantu guru menegakkan disiplin dapat menurunkan burnout guru di sekolah dasar inklusif.

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This research was conducted to study the correlation between self efficacy and burnout among teacher in teaching reproductive health education to special need students at inclusive elementary school. Self efficacy was measured using a developed instrument named Norwegian Teacher Self Efficacy for Reproductive Health Education Scale (NTSES-RHE); and burnout was measured using a modification instrument named Maslach Burnout Inventory (MBI).The results showed negative significant correlation between all of self efficacy dimentions and personal accomplishment in burnout; keeping discipline in self efficacy with all of burnout dimentions. There is no difference in teacher self efficacy level according to demographic data. There are differences in teacher burnout level according to gender, length of teaching, and inclusive training experience. It means, the lack of teacher self efficacy in teaching reproductive health education tend to make teacher feel uneffective; the lack of keeping discipline is the most potential burnout cause. Giving a reproductive health education training can improve teacher self efficacy in teaching reproductive health education; and help teacher keep discipline can reduce teacher burnout at inclusive elementary school."

"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."

"Pendidikan inklusif menuntut guru untuk berinteraksi tidak hanya dengan siswa reguler namun juga siswa berkebutuhan khusus. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan antara sikap guru terhadap pendidikan inklusif dan manajemen kelas, serta mendapatkan gambaran manajemen kelas seperti apa yang dilakukan guru di kelas inklusif. Sejumlah 40 guru kelas dari delapan Sekolah Dasar Negeri Inklusif di Depok terlibat dalam penelitian ini. Sikap guru terhadap pendidikan inklusif diukur menggunakan MATIES-VI dan manajemen kelas diukur melalui alat ukur manajemen kelas. Untuk melihat perilaku manajemen kelas guru, dilakukan observasi melalui video rekaman. Hasil penelitian menunjukkan bahwa terdapat hubungan signifikan antara sikap guru terhadap pendidikan inklusif dan manajemen kelas dengan nilai korelasi r sebesar 0,475 ? < 0,01 . Sementara hasil observasi memperlihatkan bahwa perilaku manajemen kelas guru lebih sering muncul pada dimensi format pembelajaran.

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Inclusive education requires teachers to interact not only with regular students but also special educational need SEN student. This study aims to determine whether there is a relationship between the teachers rsquo attitudes towards inclusive education and classroom management, and also get an overview about classroom management that teachers actually do in inclusive classroom. 40 teachers from eight Inclusive Public Primary School in Depok has been willing to engage in this research. The attitude of teachers towards inclusive education is measured using the MATIES VI and classroom management is measured by classroom management instrument. To view the teachers rsquo classroom management, observations was done through the video footage.

The results showed that there is a significant relationship between the teachers rsquo attitude towards inclusive education and classroom management with a value of correlation r of 0,475 at 0,002 significance 0,01 . While the results of observations show that teachers rsquo classroom management behavior occurred more frequently in learning format dimension."

"Penelitian intervensi dalam bentuk pelatihan ini bertujuan untuk meningkatkan kebahagiaan psikologis guru dalam masa pandemi COVID-19. Desain penelitian pada pelatihan ini adalah one group pretest-posttest design. Partisipan dalam penelitian ini berjumlah 16 orang. Materi pelatihan yang diberikan dalam pelatihan ini adalah mindfulness dan komunikasi. Pengukuran dilakukan terhadap ketiga variabel sebelum dan sesudah pelatihan dilakukan. Meskipun dari perhitungan secara keseluruhan tidak ditemukan kenaikan signifikan, namun jika dilihat perindividu maka terdapat 9 orang mengalami kenaikan nilai pretest ke posttest pada kebahagiaan psikologis, 12 orang mengalami kenaikan pada pengukuran mindfulness dan 9 orang mengalami kenaikan pada pengukuran komunikasi. Kesimpulan dari penelitian ini berdasarkan analisis statistik tidak terjadi peningkatan yang signifikan pada pengetahuan partisipan terhadap kebahagiaan psikologis, tapi secara kualitatif partisipan pelatihan merasakan pelatihan memiliki manfaat bagi mereka dan berpotensi positif meningkatkan kebahagiaan psikologis.

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The intervention study in the form of training aimed to improve the psychological well-being of teachers during the COVID-19 pandemic. The research design in this training was one group pretest-posttest design with 16 participants. The raining materials provided in this form of training were mindfulness and communication. Measurements were made on the three variables before and after the training held. Although from the overall calculation there was no significant increase, but if the training was viewed individually, 9 people experienced an increase in the pretest to posttest psychological well-being, 12 people experienced an increase in mindfulness and 9 people experienced an increase in communication measurement. Even though there was an increase in the value, it was not significant. The conclusion of this study based on statistical analysis that there was no significant improvement in participants' knowledge of psychological well-being, but qualitatively the training participants felt that the training gave benefits for them and had the potential to positively increase psychological well-being."