CD Tesis

Pengaruh Resiliensi Dan Kecerdasan Sosial Terhadap Komitmen Kerja Guru Masa Pandemi Covid-19 Di SLB Kota Pekanbaru

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Maintaining work commitment as a teacher during the Covid-19 pandemic
is a challenge for teachers. However, not all schools have successfully
implemented an online learning system in accordance with the expected results.
Even schools that accommodate children with special needs or called
Extraordinary Schools (SLB) also do not implement an online learning system,
but teachers do extra work by visiting students to study at home or parents
accompanying children to school. SLB teachers feel the impact of Work From
Home due to the Covid-19 pandemic. Moreover, students as a whole are "special"
students. Learning that was originally teaching and learning activities (KBM) /
face-to-face was transferred to learning at the student's home or mentoring
parents to school. Thus, the time scheduled by the teacher needs to be rearranged
so that student learning completeness can still be accommodated. A strong
commitment is needed so that teachers still feel interested and proud to be SLB
teachers, with a strong work commitment the teacher will survive even under any
conditions.
The work commitment of SLB teachers is identified to be influenced by
several factors including job characteristics that require SLB teachers to be able
to survive the difficulties experienced at work. Resilience is a protective factor
that has an important role in education elements during the Covid-19 pandemic.
A teacher must have a resilient spirit first because he must be the main example
for his students to have a tough spirit, then the special school teacher must be
able to adapt to various social environments and establish effective
communication with others or have high social intelligence in the environment.
The reduced work commitment of teachers is found in research conducted
by Nasution (2016) that (1) there are still teachers who are less responsible for
their main tasks such as being often late, undisciplined entering and returning
home, leaving class, there are even some teachers who are more concerned with
outside activities than educating. this is evidenced by the low level of finger print
absenteeism in the form of late arrival, early return, no finger print, coming only
to do finger prints; (2) lack of concern in attending briefings, teacher service
meetings and flag ceremonies on Mondays; (3) the high turnover of teachers both
into and out of the organization; (4) there are still teachers who have not shown
good examples in following the rules of the school organization, such as the rules
for not wearing official clothes according to the rules as well. This shows that
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teachers do not have a commitment to advancing the organization and have no
desire to maintain and maintain their organization.
Seeing the importance of teacher work commitment, every teacher should
have a good commitment in carrying out their duties. However, in reality there
are still some teachers who do not have the commitment to carry out their duties
and responsibilities properly. This is of course very important considering the
importance of work commitment for a teacher.
The objectives of the research are (1) to find out the effect of resilience
and social intelligence on the work commitment of teachers during the Covid-19
pandemic at SLB Pekanbaru City. (2) To determine the effect of social
intelligence on the work commitment of teachers during the Covid-19 Pandemic
at SLB Pekanbaru City. (3) To determine the effect of resilience and social
intelligence on the work commitment of teachers during the Covid-19 Pandemic
at SLB Pekanbaru City.
The indicators of resilience variables in this study were adapted from
Reivich and Shatte, including (1) Emotion Regulation, (2) Impulse control, (3)
Optimism, (4) causal analysis, (5) empathy, (6) Self-efficacy, and ( 7) Reaching
Out. Then the indicators of social intelligence variables were adapted from Karl
Albercht in Mardiana (2019), namely (1) Situational awareness, (2) Presence, (3)
Attitude, (4) Charity, and (5) Empathy. While the indicators of work commitment
variable were adapted from stress (1985) in Chandra Wijaya (2016) which
include; (1) Identification; (2) Engagement; and (3) Loyalty.
The research approach used in this research is quantitative research. The
population in this study was 187 special education teachers. The sample
technique used in this study was a random sampling technique, with a total
sample of 128 teachers. The data collection technique in this study used a
questionnaire instrument. Then the data analysis techniques in the research are
data description, classical assumption requirement test, and hypothesis testing.
The results showed that partially the resilience variable (X1) did not have
a significant effect on the work commitment of SLB teachers (Y), this was
indicated by the significance value of t (0.077) which was greater than 0,05.
However, partially the social intelligence variable (X2) has a significant influence
on the work commitment of the SLB teacher (Y), this is indicated by the
significance value of t (0.000) less than 0,05. Furthermore, if the test is carried
out together the results are that the resilience variable (X1) and social
intelligence (X2) together have a significant effect on the Teacher Work
Commitment variable (Y). This is indicated by the significance value of F (0.000)
less than 0,05.
Keywords : Work Commitment; Resilience; Social Intelligence; SLB teachers.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010241754

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Administrasi Pendidikan., 2022

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010241754

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ADMINISTRASI PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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