Search Repository Universitas Fort De Kock

Aktivitas mengajar anak berkebutuhan khusus memiliki permasalahan
belajar yang sangat kompleks dan diperlukan pengananan khusus yang diberikan
oleh para guru di SLB. Ini menjadi sumber stres bagi guru karena tuntutan tugas
yang diberikan seperti melatih keterampilan anak dan membuat anak menjadi
mandiri. Penelitian ini bertujuan untuk mengetahui faktor yang berhubungan
dengan stres kerja pada guru SLB. Metode penelitian ini menggunakan metode
penelitian kuantitatif dengan desain penelitian cross sectional. Populasi penelitian
adalah 87 guru, jumlah sampel 82 guru dikurangi 5 guru yang diwawancarai
survei awal. Pengambilan sampel dengan teknik total sampling. Teknik
pengumpulan data dilakukan dengan membagikan kuesioner. Analisis data
menggunakan uji univariat dan uji bivariat yaitu uji chi-square = 0,05. Hasil
penelitian menunjukan responden yang mengalami beban kerja ringan 46
responden (56,1%), iklim organisasi baik 45 responden (54,9%), dukungan sosial
baik responden (53,7%) dan efikasi diri tinggi 45 responden (54,9%). Hasil uji
chi-square diperoleh ada hubungan yang antara beban kerja (P=0,023;OR=3,173),
iklim organisasi (P=0,037;OR=2,896) dengan stres kerja. Tidak ada hubungan
dukungan sosial (P=0,319), efikasi diri (P=0,783) dengan stres kerja. Dapat
disimpulkan bahwa terdapat hubungan beban kerja dan iklim organisasi dengan
stres kerja. Diharapkan SLB mampu memberikan pengelolaan beban kerja yang
baik sesuai kemampuan guru serta memberikan iklim organisasi dengan baik dan
selalu melibatkan seluruh tenaga kerja dalam mengambil keputusan.

Teaching children with special needs involves addressing highly complex
learning issues that require special handling provided by teachers at Special
Education Schools (SLB). This becomes a source of stress for teachers due to the
demands of their tasks, such as training children's skills and making them
independent. This study aims to identify factors associated with work stress
among Special Education School (SLB) teachers. This research uses a quantitative
approach with a cross-sectional design. The study population consists of 87
teachers, with a sample of 82 teachers excluding 5 teachers who were interviewed
in the initial survey. The sampling technique used is total sampling, and data
collection was carried out through the distribution of questionnaires. Data analysis
was conducted using univariate and bivariate tests, specifically the chi-square test
( = 0.05). The results show that 46 respondents (56.1%) experienced light
workloads, 45 respondents (54.9%) reported a good organizational climate, 53.7%
had good social support, and 45 respondents (54.9%) had high self-efficacy. The
chi-square test results indicated a significant relationship between workload (P =
0.023; OR = 3.173) and organizational climate (P = 0.037; OR = 2.896) with work
stress. However, no significant relationship was found between social support (P =
0.319) and self-efficacy (P = 0.783) with work stress. It can be concluded that
there is a relationship between workload and organizational climate with work
stress. It is hoped that Special Education Schools (SLB) can effectively manage
the teachers' workload according to their capabilities, provide a supportive
organizational climate, and involve all staff in decision making processes.