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Abstrak :
Guru merupakan faktor yang berperan dalam mengembangkan kreativitas siswanya. Upaya yang dilakukan guru dalam mengembangkan kreativitas siswanya disebut creativity-fostering teacher behavior. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian Big Five dan creativity-fostering teacher behavior pada guru sekolah dasar di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Pada penelitian ini, instrumen pengukuran yang digunakan adalah Big Five Inventory (BFI) (John, 1990) dan Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) dengan 131 guru sebagai partisipan. Hasil penelitian menunjukkan bahwa dimensi kepribadian openness, conscientiousness, extraversion, dan agreeableness dan creativity-fostering teacher behavior berkorelasi negatif signifikan (r(131) = -.328 ; -.252 ; -.263 ; -.214, p < 0.05, two-tailed, serta dimensi kepribadian neuroticism dan creativity-fostering teacher behavior ditemukan tidak berhubungan (r(131) = .132, p < 0.05, two-tailed). Hasil penelitian ini menunjukkan bahwa tinggi rendahnya skor kepribadian guru pada dimensi openness, conscientiousness, extraversion, dan agreeableness berlawanan dengan tingkat perilaku guru yang mengembangkan kreativitas siswanya dan tinggi rendahnya skor kepribadian guru pada dimensi neuroticism tidak berhubungan dengan perilaku guru yang mengembangkan kreativitas siswanya. ......Teachers are the factors that play a role in fostering the creativity of their students. Efforts made by the teacher to foster the creativity of their students are called creativity-fostering teacher behavior. This study aims to see the relationship between Big Five personality and creativity-fostering teacher behavior in elementary school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). In this study, the measurement instruments used were the Big Five Inventory (BFI) (John, 1990) and the Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) with 131 teachers as the participants. The results showed that the personality dimensions of openness, conscientiousness, extraversion, agreeableness and creativity-fostering teacher behavior had a significant negative correlation (r(131) = -.328; -.252; -.263; -.214, p < 0.05, two-tailed), as well as the personality dimensions of neuroticism and creativity-fostering teacher behavior were found to be unrelated (r(131) = .132, p < 0.05, two-tailed). The results of this study indicate that the teacher's personality score on the dimensions of openness, conscientiousness, extraversion, and agreeableness contrasts with the level of teacher behavior that develops student creativity, and the teacher's personality score on the neuroticism dimension is not related to teacher behavior that develops student creativity.

Abstrak :
Kualitas pendidikan Indonesia akan bergantung dengan kualitas dari para guru. Meski demikian, nyatanya banyak guru yang belum menjalankan tugasnya secara maksimal. Banyak tantangan yang dihadapi para guru seperti karakteristik peserta didik, serta tantangan baru saat pandemi COVID-19. Komitmen organisasi adalah hal yang penting dimiliki oleh guru dalam kondisi ini. Dukungan sosial yang diperoleh dari keluarga, teman, dan significant other dapat membantu guru dalam meningkatkan komitmen organisasi. Penelitian ini bertujuan untuk melihat hubungan antara persepsi dukungan sosial dengan komitmen organisasi pada guru Sekolah Dasar DKI Jakarta. Partisipan penelitian ini adalah guru Sekolah Dasar DKI Jakarta (N=66) dengan rata-rata usia 31 tahun. Persepsi dukungan sosial dan komitmen organisasi pada diukur menggunakan Multidimensional Scale of Social Support dan Organizational Commitment Scale. Hasil analisis Pearson Correlation menunjukkan bahwa persepsi dukungan sosial memiliki hubungan yang positif dan signifikan dengan komitmen organisasi dan ketiga komponennya. ......The quality of Indonesian education will depend on the quality of the teachers. Even so, in fact many teachers have not carried out their duties to the fullest. There are many challenges faced by teachers such as the characteristics of students, as well as new challenges during the COVID-19 pandemic. Organizational commitment is an important thing for teachers to have in this condition. Social support obtained from family, friends, and significant other could assist teachers in increasing organizational commitment. This study aims to see the relationship between perceived social support and organizational commitment in elementary school teachers in DKI Jakarta. Participants in this study were elementary school teachers from DKI Jakarta (N=66) with an average age of 31 years old. Perceived social support and organizational commitment were measured using the Multidimensional Scale of Social Support and Organizational Commitment Scale. The results of Pearson correlations show that perceived social support has a positive and significant relationship with organizational commitment and all of its components.

Abstrak :
Guru memiliki peran yang besar dalam pelaksanaan pendidikan. Perubahan pada sistem pembelajaran dalam masa pandemi COVID-19 menyebabkan guru mengalami kesulitan untuk beradaptasi. Dukungan sosial yang berasal dari keluarga, teman, dan significant other dapat membantu mengurangi tingkat burnout yang dialami oleh guru. Penelitian ini bertujuan untuk melihat hubungan dari dukungan sosial dengan burnout pada guru sekolah dasar DKI Jakarta. Dukungan sosial dan burnout pada guru sekolah dasar DKI Jakarta (N=90) diukur menggunakan Multidimensional Scale of Social Support (MSPSS) dan Copenhagen Burnout Inventory (CBI). Hasil analisis Pearson Correlation menemukan bahwa dukungan sosial memiliki hubungan yang negatif dan signifikan dengan burnout.   ......Teachers have a big role in the implementation of education. Changes in the learning system during COVID-19 pandemic caused teachers to have difficulty adapting. Social support received from family, friends, and significant other can help reduce the burnout experienced by teachers. This study aims to see the relationship between social support and burnout in elementary school teachers in DKI Jakarta. Social support and burnout of elementary school teachers in DKI Jakarta (N=90) were measured using the Multidimensional Scale of Social Support and Copenhagen Burnout Inventory. The results of Pearson correlation showed that social support had a negative and significant relationship with burnout.