Hubungan Iklim Organisasi Sekolah dengan Burnout Guru Sekolah Menengah
Keywords:
iklim organisasi sekolah, burnout, guru sekolah menengah
Abstract
Artikel ini bertujuan untuk mengenal pasti tahap iklim organisasi sekolah dan tahap burnout guru serta hubungan iklim organisasi sekolah dengan burnout guru dalam kalangan guru sekolah menengah di daerah Subis, Sarawak. Kajian in adalah bersifat kuantitatif yang mendadaptasi dan menyesuaikan soal selidik Organisational Climate Index (OCI) dan Maslach Burnout Index (MBI) mengikut konteks kajian. Sampel kajian terdiri daripada 167 orang guru yang telah dipilih dengan menggunakan pensampelan rawak berstrata daripada 5 buah sekolah menengah di daerah Subis. Perisian SPSS versi 26 digunakan untuk menganalisis data dengan statistik deskriptif dan inferensi. Hasil kajian menunjukkan bahawa tahap iklim organisasi sekolah berada pada tahap yang sederhana (min= 2.58, SP=.379). Tahap burnout guru dalam kalangan guru sekolah menengah berada pada tahap sederhana rendah (min= 2.61, SP=.466). Analisis korelasi pearson yang menjelaskan hubungan iklim organisasi sekolah dengan burnout guru sekolah menengah daerah Subis pula mencatatkan korelasi yang tidak signifikan (r=.053) pada tahap sangat rendah. Analisis regresi berganda stepwise mendapati tiada dimensi iklim organisasi sekolah yang meramalkan tahap burnout [F (4, 162) = 0.689, p<0.05]. Dapatan daripada kajian ini menunjukkan bahawa iklim organisasi sekolah adalah kurang terbuka kerana pihak pentadbiran sekolah kurang memberi dan mendapat maklum balas daripada pihak ibu bapa dan pihak luar. Kajian lapangan perlu merangkumi aspek iklim sekolah yang lain seperti penglibatan murid, komitmen guru dan efikasi kendiri guru. Iklim organisasi sekolah yang rendah memberikan implikasi terhadap pengetua untuk meningkatkan akauntabiliti dan ketelusan kepada pihak ibu bapa serta bersikap terbuka untuk menerima pandangan daripada pihak lain.
Statistics
Abstract views: 111 ,
PDF downloads: 94
Downloads
Download data is not yet available.
References
Akhlaq, M., Amjad, M., & Mehmood, K. (2010). An evaluation of the effects of stress on the job performance of secondary school teachers. Journal of Law and Psychology, 1, 43-54.
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Ali, E., & Hale, E. (2009). Predicting organizational trust level of school managers and teachers at elementary schools. Procedia-Social and Behavioral Sciences, 1(1), 2180–2190
Ambatong, A., Pilus, N., Abdullah, C. B., & Christina Andin@Nur Qistin. (2015). Hubungan Karenah Pelajar Dan Beban Tugas Dengan Tahap Stres Guru Di Sekolah Menengah. Master's thesis, Universiti Melaysia Sabah, Faculty of Education. Retrieved from http://eprints.ums.edu.my/21782/
Bakker, A. B., & Demerouti, E. (2007). The Job Demands‐Resources model: state of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching, M., & Schaarschmidt, U. (2005). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, 79(3), 199–204. https://doi.org/10.1007/s00420-005-0050-y
Bianchi, R., Schonfeld, I. S., & Laurent, E. (2015). Burnout-depression overlap: A review. Clinical Psychology Review, 36, 28–41.
Boström, M., Björklund, C., Bergström, G., Nybergh, L., Schäfer Elinder, L., Stigmar, K., Wåhlin, C., Jensen, I., & Kwak, L. (2019). Health and Work Environment among Female and Male Swedish Elementary School Teachers—A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 17(1), 227. https://doi.org/10.3390/ijerph17010227
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195–209. https://doi.org/10.1080/01443410701491858
Choi, B. (2018). Job strain, long work hours, and suicidal ideation in US workers: a longitudinal study. International Archives of Occupational and Environmental Health, 91(7), 865–875. https://doi.org/10.1007/s00420-018-1330-7
Cohen J, Pickeral T and McCloskey M (2009) Assessing school climate. Educational Leadership 74: 45–48.
Collie, R. J., Shapka, J. D., dan Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Conley, S., & You, S. (2013). Role stress revisited. Educational Management Administration & Leadership, 42(2), 184–206. https://doi.org/10.1177/1741143213499264
De Simone S, Cicotto G, Lampis J. Occupational stress, job satisfaction and physical health in teachers. Revue Europe´enne de Psychologie Applique´e/European Review of Applied Psychology 2016; 66:65–77.
Dickson, M., Smith, M. W., Grojean, M. C., & Ehrhart, M. W. (2001). An organizational climate regarding ethics: The outcome of leader values and the practices that reflect them. Leadership Quarterly, 12, 197–214.
Dipaola, M. F., & Hoy, W. K. (2012). Principals improving instruction : supervision, evaluation, and professional development. Information Age Publishing.
Dorman, J. (2003). Testing a Model for Teacher Burnout. Australian Journal of Educational & Developmental Psychology, 3, 35-47.
Ford, T. G., Olsen, J., Khojasteh, J., Ware, J., & Urick, A. (2019). The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration, 57(6), 615–634. https://doi.org/10.1108/jea-09-2018-0185
Gaias, L. M., Lindstrom Johnson, S., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers’ classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124–139. https://doi.org/10.1016/j.jsp.2019.07.017
Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87–106. https://doi.org/10.1007/s12564-015-9411-8
Goddard, Y., Goddard, R., & Kim, M. (2015). School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction. American Journal of Education, 122(1), 111–131. https://doi.org/10.1086/683293
Grandey, A. A., & Gabriel, A. S. (2015). Emotional Labor at a Crossroads: Where Do We Go from Here? Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 323–349. https://doi.org/10.1146/annurev-orgpsych-032414-111400
Grayson, J. L., dan Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education,24,1349–1363.
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower student bullying and victimization. Journal of Educational Psychology, 102, 483–496. doi:10.1037/ a0018562
Halim, N., S. (2013) Menentusahkan faktor tekanan kerja guru sekolah menengah gred A daerah Batu Pahat. Masters thesis, Universiti Tun Hussein Onn Malaysia. http://eprints.uthm.edu.my/id/eprint/4199/
Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51(2), 194-212.
Hattie, J. (2017). Visible learning for teachers : Maximizing impact on learning. Routledge.
Heinnemann, L. V., & Heinemann, T. (2017). Burnout Research. SAGE Open, 7(1), 215824401769715. https://doi.org/10.1177/2158244017697154
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2017). Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066
Hinds, E., Jones, L. B., Gau, J. M., Forrester, K. K., & Biglan, A. (2015). Teacher Distress And The Role Of Experiential Avoidance. Psychology in the Schools, 52(3), 284–297. https://doi.org/10.1002/pits.21821
Hoge, D. R., Smit, E. K., & Hanson, S. L. (1990). School experiences predicting changes in self-esteem of sixth and seventh-grade students. Journal of Educational Psychology, 82, 117–127. doi:10.1037//0022-0663.82.1.117
Hoy, W. K. (1972). Dimensions of student alienation and characteristics of public high schools. Interchange, 3, 36-52.
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice (8th ed.). New York: McGraw-Hill.
Hoy, W. K., & Sabo, D. J. (1998). Quality Middle Schools: Open and Healthy. Thousand Oaks, CA: Corwin Press.
Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: the significance of collective efficacy. Educ. Administrat. Q. 38, 77–93. doi: 10.1177/0013161X02381004
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
Hoy, W.K. & Tarter, C.J. (2004) Organizational Justice in Schools: No Justice without Trust. International Journal of Educational Management, 18, 250-259. http://dx.doi.org/10.1108/09513540410538831
Hu, B. Y., Li, Y., Wang, C., Reynolds, B. L., dan Wang, S. (2019). The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration, 57(6), 748-767. doi:10.1108/JEA-08-2018-0146
Hulsheger, U.R. and Schewe, A.F. (2011) On the costs and benefits of emotional labour: A meta-analysis of decades of research. Journal of Occupational Psychology 16: 361–389.
Ingersoll, R. M. (2002, August 15). High turnover plagues schools. USA Today, p. 13A.
Ivancevich, J. M., Konopaske, R., & Matteson, M. T. (2008). Organizational behavior and management (8th ed.). New York: McGraw Hill.
Jarvis, M. (2002).Teacher Stress: A Critical Review of Recent Findings and Suggestions for Future Research Directions, .http://www.isma.org.uk/stressnw/teachstress.htm
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work‐related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187. https://doi.org/10.1108/02683940510579803
Kinman G, Wray, S. and Strange, C. (2011) Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology 31: 843–856.
Kokkinos C. M. (2007). Job stressors, personality and burnout in primary school teachers. The British Journal Of Educational Psychology, 77(Pt 1), 229–243. https://doi.org/10.1348/000709905X90344
Kovess-Masféty, V., Rios-Seidel, C., & Sevilla-Dedieu, C. (2007). Teachers’ mental health and teaching levels. Teaching and Teacher Education, 23(7), 1177–1192. https://doi.org/10.1016/j.tate.2006.07.015
Kunter M, Frenzel, A., Nagy, G., et al. (2011) Teacher enthusiasm: Dimensions and context specificity.Contemporary Educational Psychology 36: 289–301. https://doi.org/10.1016/j.cedpsych.2011.07.001
Kuperminic, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39, 141–159.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48(2), 159–167. https://doi.org/10.1111/j.2044-8279.1978.tb02381.x
Larson, K. E., Nguyen, A. J., Orozco Solis, M. G., Humphreys, A., Bradshaw, C. P., & Lindstrom Johnson, S. (2020). A systematic literature review of school climate in low and middle income countries. International Journal of Educational Research, 102, 101606. https://doi.org/10.1016/j.ijer.2020.101606
LaRusso, M., Romer, D., & Selman, R. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth & Adolescence, 37, 386–398. doi:10.1007/ s10964-007-9212-4
Lavian, R. H. (2011). The impact of organizational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools. Teachers and Teaching, 18(2), 233–247. https://doi.org/10.1080/13540602.2012.632272
Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers’ perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, 138–147. https://doi.org/10.1016/j.tate.2014.08.007
Lingard, B., Thompson, G., & Sellar, S. (Eds.). (2016). National testing in schools : an Australian assessment. Routledge.
Malinen, O.-P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152. https://doi.org/10.1016/j.tate.2016.08.012
Maslach, C. (2003). Job Burnout. Current Directions in Psychological Science, 12(5), 189–192. https://doi.org/10.1111/1467-8721.01258
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
McMurray, A. J., Pace, R. W., & Scott, D. (2004). Research: A commonsense approach. Southbank, Victoria, Australia: Thomson Social Science Press.
Meor, M. M. H (2011). Iklim kerja dan tahap burnout guru-guru pendidikan jasmani sekolah menengah dalam daerah Kuala Kangsar. Masters thesis, Universiti Kebangsaan Malaysia. Diambil dari http://ptsldigital.ukm.my:8080/vital/access/manager/Repository/ukmvital:74392?site_name=Restricted%20Site%20[login%20required]
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610. https://doi.org/10.1016/j.jsp.2013.05.005
Mohamad, N., (2015). Tekanan kerja dalam kalangan guru : Kajian di sebuah sekolah menengah Daerah Kluang Johor Darul Takzim. Masters thesis, Universiti Utara Malaysia. http://etd.uum.edu.my/5522/
Nieuwoudt, A. M. (2012). Confirmatory factor analysis of the organizational climate measure: A South African perspective. Master’s dissertation. University of Pretoria, South Africa. Retrieved from http://upetd.up.ac.za/thesis/submitted/etd05152012-122735/unrestricted/dissertation.pdf.
Othman, C., & Kasuma, J. (2017). Relationship of school climate dimensions and teachers’ commitment. International Journal of ADVANCED AND APPLIED SCIENCES, 4(3), 94–100. https://doi.org/10.21833/ijaas.2017.03.015
Othman, Z & Sivasubramaniam, V. (2019). Depression, Anxiety, and Stress among Secondary School Teachers in Klang, Malaysia. International Medical Journal (1994). 26. 71-74. Diambil dari http://eprints.usm.my/id/eprint/45290
Perrone, F., Player, D., & Youngs, P. (2019). Administrative Climate, Early Career Teacher Burnout, and Turnover. Journal of School Leadership, 29(3), 191–209. https://doi.org/10.1177/1052684619836823
Petrie, K and Devcich, J and Fitzgerald, H (2018) Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right’. Physical Education and Sport Pedagogy, 23 (4). pp. 345-357. ISSN 1740-8989 DOI: https://doi.org/10.1080/17408989.2018.1441391
Plantiveau, C., Dounavi, K., dan Virués-Ortega, J. (2018). High levels of burnout among early-career board-certified behavior analysts with low collegial support in the work environment, European Journal of Behavior Analysis, DOI: 10.1080/15021149.2018.1438339
Reinke, W. M., Herman, K. C., & Stormont, M. (2012). Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS. Journal of Positive Behavior Interventions, 15(1), 39–50. https://doi.org/10.1177/1098300712459079
Riduwan (2012) Skala Pengukuran Variable-variable: Penelitian. Alfabeta, Bandung.
Rooney, E. (2015). “I’m just going through the motions”: High-Stakes Accountability and Teachers’ Access to Intrinsic Rewards. American Journal of Education, 121(4), 475–500. https://doi.org/10.1086/681923
Saeki, E., Segool, N., Pendergast, L., & von der Embse, N. (2018). The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress. Psychology in the Schools, 55(4), 391–403. https://doi.org/10.1002/pits.22112
Shackleton, N., Bonell, C., Jamal, F., Allen, E., Mathiot, A., Elbourne, D., & Viner, R. (2019). Teacher Burnout and Contextual and Compositional Elements of School Environment. Journal of School Health, 89(12), 977–993. https://doi.org/10.1111/josh.12839
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089
Shkëmbi, F., Melonashi, E., & Fanaj, N. (2015). Workplace Stress Among Teachers in Kosovo. SAGE Open, 5(4), 215824401561461. https://doi.org/10.1177/2158244015614610
Shoval, E., Erlich, I., & Fejgin, N. (2010). Mapping and interpreting novice physical education teachers’ self-perceptions of strengths and difficulties. Physical Education & Sport Pedagogy, 15(1), 85–101. https://doi.org/10.1080/17408980902731350
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Stoeber, J., & Rennert, D. (2007). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21(1), 37–53. https://doi.org/10.1080/10615800701742461
Tajulashikin, J., Fazura, M. N., & Mohd Burhan, I. (2013). Faktor-faktor penentu stress dalam kalangan guru sekolah rendah mubaligh di Kuala Lumpur. Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(2): 1-11.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: an essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66–92. https://doi.org/10.1108/jea-02-2014-0024
Vos, D., van der Westhuizen, P. C., Mentz, P. J., & Ellis, S. M. (2012). Educators and the quality of their work environment: an analysis of the organisational climate in primary schools. South African Journal of Education, 32(1), 56–68. https://doi.org/10.15700/saje.v32n1a520
Wahab, N. A., (2018). Kualiti pengajaran, prestasi kerja, tekanan kerja dan hubungan dengan beban tugas guru sekolah menengah di negeri Sabah. Doctoral thesis, University Malaysia Sabah. Dilayari http://eprints.ums.edu.my/22484/
Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40, 194–213. doi:10.1007/s10464-007-9143-y
Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00209-4
Zhang, L., Zhao, J., Zheng, H., Xiao, Y., Chen, M., Chen, D., & Xiao, H. (2014). Mental health and burnout in primary and secondary school teachers in the remote mountain areas of Guangdong Province in the People’s Republic of China. Neuropsychiatric Disease and Treatment, 10, 123. https://doi.org/10.2147/ndt.s56020
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Ali, E., & Hale, E. (2009). Predicting organizational trust level of school managers and teachers at elementary schools. Procedia-Social and Behavioral Sciences, 1(1), 2180–2190
Ambatong, A., Pilus, N., Abdullah, C. B., & Christina Andin@Nur Qistin. (2015). Hubungan Karenah Pelajar Dan Beban Tugas Dengan Tahap Stres Guru Di Sekolah Menengah. Master's thesis, Universiti Melaysia Sabah, Faculty of Education. Retrieved from http://eprints.ums.edu.my/21782/
Bakker, A. B., & Demerouti, E. (2007). The Job Demands‐Resources model: state of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching, M., & Schaarschmidt, U. (2005). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, 79(3), 199–204. https://doi.org/10.1007/s00420-005-0050-y
Bianchi, R., Schonfeld, I. S., & Laurent, E. (2015). Burnout-depression overlap: A review. Clinical Psychology Review, 36, 28–41.
Boström, M., Björklund, C., Bergström, G., Nybergh, L., Schäfer Elinder, L., Stigmar, K., Wåhlin, C., Jensen, I., & Kwak, L. (2019). Health and Work Environment among Female and Male Swedish Elementary School Teachers—A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 17(1), 227. https://doi.org/10.3390/ijerph17010227
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195–209. https://doi.org/10.1080/01443410701491858
Choi, B. (2018). Job strain, long work hours, and suicidal ideation in US workers: a longitudinal study. International Archives of Occupational and Environmental Health, 91(7), 865–875. https://doi.org/10.1007/s00420-018-1330-7
Cohen J, Pickeral T and McCloskey M (2009) Assessing school climate. Educational Leadership 74: 45–48.
Collie, R. J., Shapka, J. D., dan Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Conley, S., & You, S. (2013). Role stress revisited. Educational Management Administration & Leadership, 42(2), 184–206. https://doi.org/10.1177/1741143213499264
De Simone S, Cicotto G, Lampis J. Occupational stress, job satisfaction and physical health in teachers. Revue Europe´enne de Psychologie Applique´e/European Review of Applied Psychology 2016; 66:65–77.
Dickson, M., Smith, M. W., Grojean, M. C., & Ehrhart, M. W. (2001). An organizational climate regarding ethics: The outcome of leader values and the practices that reflect them. Leadership Quarterly, 12, 197–214.
Dipaola, M. F., & Hoy, W. K. (2012). Principals improving instruction : supervision, evaluation, and professional development. Information Age Publishing.
Dorman, J. (2003). Testing a Model for Teacher Burnout. Australian Journal of Educational & Developmental Psychology, 3, 35-47.
Ford, T. G., Olsen, J., Khojasteh, J., Ware, J., & Urick, A. (2019). The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration, 57(6), 615–634. https://doi.org/10.1108/jea-09-2018-0185
Gaias, L. M., Lindstrom Johnson, S., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers’ classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124–139. https://doi.org/10.1016/j.jsp.2019.07.017
Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87–106. https://doi.org/10.1007/s12564-015-9411-8
Goddard, Y., Goddard, R., & Kim, M. (2015). School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction. American Journal of Education, 122(1), 111–131. https://doi.org/10.1086/683293
Grandey, A. A., & Gabriel, A. S. (2015). Emotional Labor at a Crossroads: Where Do We Go from Here? Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 323–349. https://doi.org/10.1146/annurev-orgpsych-032414-111400
Grayson, J. L., dan Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education,24,1349–1363.
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower student bullying and victimization. Journal of Educational Psychology, 102, 483–496. doi:10.1037/ a0018562
Halim, N., S. (2013) Menentusahkan faktor tekanan kerja guru sekolah menengah gred A daerah Batu Pahat. Masters thesis, Universiti Tun Hussein Onn Malaysia. http://eprints.uthm.edu.my/id/eprint/4199/
Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51(2), 194-212.
Hattie, J. (2017). Visible learning for teachers : Maximizing impact on learning. Routledge.
Heinnemann, L. V., & Heinemann, T. (2017). Burnout Research. SAGE Open, 7(1), 215824401769715. https://doi.org/10.1177/2158244017697154
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2017). Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066
Hinds, E., Jones, L. B., Gau, J. M., Forrester, K. K., & Biglan, A. (2015). Teacher Distress And The Role Of Experiential Avoidance. Psychology in the Schools, 52(3), 284–297. https://doi.org/10.1002/pits.21821
Hoge, D. R., Smit, E. K., & Hanson, S. L. (1990). School experiences predicting changes in self-esteem of sixth and seventh-grade students. Journal of Educational Psychology, 82, 117–127. doi:10.1037//0022-0663.82.1.117
Hoy, W. K. (1972). Dimensions of student alienation and characteristics of public high schools. Interchange, 3, 36-52.
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice (8th ed.). New York: McGraw-Hill.
Hoy, W. K., & Sabo, D. J. (1998). Quality Middle Schools: Open and Healthy. Thousand Oaks, CA: Corwin Press.
Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: the significance of collective efficacy. Educ. Administrat. Q. 38, 77–93. doi: 10.1177/0013161X02381004
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
Hoy, W.K. & Tarter, C.J. (2004) Organizational Justice in Schools: No Justice without Trust. International Journal of Educational Management, 18, 250-259. http://dx.doi.org/10.1108/09513540410538831
Hu, B. Y., Li, Y., Wang, C., Reynolds, B. L., dan Wang, S. (2019). The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration, 57(6), 748-767. doi:10.1108/JEA-08-2018-0146
Hulsheger, U.R. and Schewe, A.F. (2011) On the costs and benefits of emotional labour: A meta-analysis of decades of research. Journal of Occupational Psychology 16: 361–389.
Ingersoll, R. M. (2002, August 15). High turnover plagues schools. USA Today, p. 13A.
Ivancevich, J. M., Konopaske, R., & Matteson, M. T. (2008). Organizational behavior and management (8th ed.). New York: McGraw Hill.
Jarvis, M. (2002).Teacher Stress: A Critical Review of Recent Findings and Suggestions for Future Research Directions, .http://www.isma.org.uk/stressnw/teachstress.htm
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work‐related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187. https://doi.org/10.1108/02683940510579803
Kinman G, Wray, S. and Strange, C. (2011) Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology 31: 843–856.
Kokkinos C. M. (2007). Job stressors, personality and burnout in primary school teachers. The British Journal Of Educational Psychology, 77(Pt 1), 229–243. https://doi.org/10.1348/000709905X90344
Kovess-Masféty, V., Rios-Seidel, C., & Sevilla-Dedieu, C. (2007). Teachers’ mental health and teaching levels. Teaching and Teacher Education, 23(7), 1177–1192. https://doi.org/10.1016/j.tate.2006.07.015
Kunter M, Frenzel, A., Nagy, G., et al. (2011) Teacher enthusiasm: Dimensions and context specificity.Contemporary Educational Psychology 36: 289–301. https://doi.org/10.1016/j.cedpsych.2011.07.001
Kuperminic, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39, 141–159.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48(2), 159–167. https://doi.org/10.1111/j.2044-8279.1978.tb02381.x
Larson, K. E., Nguyen, A. J., Orozco Solis, M. G., Humphreys, A., Bradshaw, C. P., & Lindstrom Johnson, S. (2020). A systematic literature review of school climate in low and middle income countries. International Journal of Educational Research, 102, 101606. https://doi.org/10.1016/j.ijer.2020.101606
LaRusso, M., Romer, D., & Selman, R. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth & Adolescence, 37, 386–398. doi:10.1007/ s10964-007-9212-4
Lavian, R. H. (2011). The impact of organizational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools. Teachers and Teaching, 18(2), 233–247. https://doi.org/10.1080/13540602.2012.632272
Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers’ perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, 138–147. https://doi.org/10.1016/j.tate.2014.08.007
Lingard, B., Thompson, G., & Sellar, S. (Eds.). (2016). National testing in schools : an Australian assessment. Routledge.
Malinen, O.-P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152. https://doi.org/10.1016/j.tate.2016.08.012
Maslach, C. (2003). Job Burnout. Current Directions in Psychological Science, 12(5), 189–192. https://doi.org/10.1111/1467-8721.01258
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
McMurray, A. J., Pace, R. W., & Scott, D. (2004). Research: A commonsense approach. Southbank, Victoria, Australia: Thomson Social Science Press.
Meor, M. M. H (2011). Iklim kerja dan tahap burnout guru-guru pendidikan jasmani sekolah menengah dalam daerah Kuala Kangsar. Masters thesis, Universiti Kebangsaan Malaysia. Diambil dari http://ptsldigital.ukm.my:8080/vital/access/manager/Repository/ukmvital:74392?site_name=Restricted%20Site%20[login%20required]
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610. https://doi.org/10.1016/j.jsp.2013.05.005
Mohamad, N., (2015). Tekanan kerja dalam kalangan guru : Kajian di sebuah sekolah menengah Daerah Kluang Johor Darul Takzim. Masters thesis, Universiti Utara Malaysia. http://etd.uum.edu.my/5522/
Nieuwoudt, A. M. (2012). Confirmatory factor analysis of the organizational climate measure: A South African perspective. Master’s dissertation. University of Pretoria, South Africa. Retrieved from http://upetd.up.ac.za/thesis/submitted/etd05152012-122735/unrestricted/dissertation.pdf.
Othman, C., & Kasuma, J. (2017). Relationship of school climate dimensions and teachers’ commitment. International Journal of ADVANCED AND APPLIED SCIENCES, 4(3), 94–100. https://doi.org/10.21833/ijaas.2017.03.015
Othman, Z & Sivasubramaniam, V. (2019). Depression, Anxiety, and Stress among Secondary School Teachers in Klang, Malaysia. International Medical Journal (1994). 26. 71-74. Diambil dari http://eprints.usm.my/id/eprint/45290
Perrone, F., Player, D., & Youngs, P. (2019). Administrative Climate, Early Career Teacher Burnout, and Turnover. Journal of School Leadership, 29(3), 191–209. https://doi.org/10.1177/1052684619836823
Petrie, K and Devcich, J and Fitzgerald, H (2018) Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right’. Physical Education and Sport Pedagogy, 23 (4). pp. 345-357. ISSN 1740-8989 DOI: https://doi.org/10.1080/17408989.2018.1441391
Plantiveau, C., Dounavi, K., dan Virués-Ortega, J. (2018). High levels of burnout among early-career board-certified behavior analysts with low collegial support in the work environment, European Journal of Behavior Analysis, DOI: 10.1080/15021149.2018.1438339
Reinke, W. M., Herman, K. C., & Stormont, M. (2012). Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS. Journal of Positive Behavior Interventions, 15(1), 39–50. https://doi.org/10.1177/1098300712459079
Riduwan (2012) Skala Pengukuran Variable-variable: Penelitian. Alfabeta, Bandung.
Rooney, E. (2015). “I’m just going through the motions”: High-Stakes Accountability and Teachers’ Access to Intrinsic Rewards. American Journal of Education, 121(4), 475–500. https://doi.org/10.1086/681923
Saeki, E., Segool, N., Pendergast, L., & von der Embse, N. (2018). The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress. Psychology in the Schools, 55(4), 391–403. https://doi.org/10.1002/pits.22112
Shackleton, N., Bonell, C., Jamal, F., Allen, E., Mathiot, A., Elbourne, D., & Viner, R. (2019). Teacher Burnout and Contextual and Compositional Elements of School Environment. Journal of School Health, 89(12), 977–993. https://doi.org/10.1111/josh.12839
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089
Shkëmbi, F., Melonashi, E., & Fanaj, N. (2015). Workplace Stress Among Teachers in Kosovo. SAGE Open, 5(4), 215824401561461. https://doi.org/10.1177/2158244015614610
Shoval, E., Erlich, I., & Fejgin, N. (2010). Mapping and interpreting novice physical education teachers’ self-perceptions of strengths and difficulties. Physical Education & Sport Pedagogy, 15(1), 85–101. https://doi.org/10.1080/17408980902731350
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Stoeber, J., & Rennert, D. (2007). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21(1), 37–53. https://doi.org/10.1080/10615800701742461
Tajulashikin, J., Fazura, M. N., & Mohd Burhan, I. (2013). Faktor-faktor penentu stress dalam kalangan guru sekolah rendah mubaligh di Kuala Lumpur. Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(2): 1-11.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: an essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66–92. https://doi.org/10.1108/jea-02-2014-0024
Vos, D., van der Westhuizen, P. C., Mentz, P. J., & Ellis, S. M. (2012). Educators and the quality of their work environment: an analysis of the organisational climate in primary schools. South African Journal of Education, 32(1), 56–68. https://doi.org/10.15700/saje.v32n1a520
Wahab, N. A., (2018). Kualiti pengajaran, prestasi kerja, tekanan kerja dan hubungan dengan beban tugas guru sekolah menengah di negeri Sabah. Doctoral thesis, University Malaysia Sabah. Dilayari http://eprints.ums.edu.my/22484/
Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40, 194–213. doi:10.1007/s10464-007-9143-y
Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00209-4
Zhang, L., Zhao, J., Zheng, H., Xiao, Y., Chen, M., Chen, D., & Xiao, H. (2014). Mental health and burnout in primary and secondary school teachers in the remote mountain areas of Guangdong Province in the People’s Republic of China. Neuropsychiatric Disease and Treatment, 10, 123. https://doi.org/10.2147/ndt.s56020
Published
2021-02-07
How to Cite
Leong, S. Y. and Mohd Nordin, N. (2021) “Hubungan Iklim Organisasi Sekolah dengan Burnout Guru Sekolah Menengah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(2), pp. 167 - 180. doi: https://doi.org/10.47405/mjssh.v6i2.663.
Issue
Section
Articles
