Hubungan kesihatan mental dengan burn-out dalam kalangan guru di dua buah sekolah di Temerloh, Pahang: peranan kepuasan kerja sebagai penyederhana
The relationship of mental health and burn-out among teachers in two schools in Temerloh, Pahang: the role of job satisfaction as mediator
DOI:
https://doi.org/10.53840/attarbawiy.v9i2.325Keywords:
Guru, Kesihatan Mental, Tekanan, Kemurungan, KeresahanAbstract
Abstrak
Golongan pendidik merupakan antara kumpulan yang paling mudah terdedah kepada masalah kesihatan mental. Pendedahan berterusan kepada tekanan dan cabaran harian bukan sahaja boleh menjejaskan kesejahteraan mereka, tetapi juga memberi impak langsung kepada prestasi kerja. Situasi ini timbul kerana guru perlu mengurus pelbagai tugasan dan tanggungjawab yang telah ditetapkan dalam rutin harian mereka, menjadikan mereka berhadapan dengan beban kerja yang kompleks dan berlapis. Kajian ini dijalankan menggunakan rekabentuk kuantitatif melalui soal selidik, melibatkan 100 responden daripada dua sekolah di daerah Temerloh. Hasil dapatan menunjukkan bahawa tahap kesihatan mental dan burn-out dalam kalangan guru adalah rendah, masing-masing dengan purata skor min 1.94 dan 1.78. Daripada enam hipotesis yang diuji, lima daripadanya disokong, menunjukkan bahawa faktor-faktor kesihatan mental mempunyai pertalian yang signifikan dengan burn-out. Disamping itu, kajian ini didapati bahawa kepuasan kerja menjadi faktor penyederhana dalam perkaitan diantara kemurungan dan keresahan dengan burn-out. Namun, kepuasan kerja tidak berkesan sebagai moderator antara tekanan dan burn-out, menandakan bahawa tekanan yang dihadapi guru mungkin memerlukan intervensi atau strategi khusus untuk dikendalikan dengan lebih efektif, bagi memastikan kesejahteraan mental dan prestasi kerja mereka terpelihara.
Abstract
Educators are among the most vulnerable groups to mental health problems. Constant exposure to daily stress and challenges can not only affect their well-being but also have a direct impact on work performance. This situation arises because teachers must manage various tasks and responsibilities that have been set in their daily routines, leaving them faced with complex and layered workloads. This study was conducted using a quantitative design through questionnaires, involving 100 respondents from two schools in Temerloh district. The results showed that the levels of mental health and burn-out among teachers were low, with an average mean score of 1.94 and 1.78, respectively. Of the six hypotheses tested, five of them were supported, suggesting that mental health factors have a significant affinity with burnout. In addition, this study found that job satisfaction is a moderating factor in the association between depression and anxiety and burn-out. However, job satisfaction is not effective as a moderator between stress and burn-out, indicating that the stress faced by teachers may require specific interventions or strategies to be managed more effectively, to ensure that their mental well-being and work performance are preserved.
Downloads
References
Abd Wahab, N., & Abdullah, M. Y. (2018). Hubungan gaya kepimpinan dan pengurusan kerja guru besar dengan kepuasan kerja guru Sekolah Agama Kerajaan Johor. Jurnal Ilmi, 8, 136-150.
Adrian, L. E., Bt Salamudin, N., & Bt Othman, N. (2021). Burn-out: hubungannya dengan tekanan kerja dalam kalangan guru-guru pendidikan jasmani sekolah menengah di daerah Kota Kinabalu, Sabah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(8), 183-195. Doi: 10.47405/mjssh.v6i8.948
Allan, B. A., Autin, K. L., & Duffy, R. D. (2016). Meaningful work and mental health: Job satisfaction as a moderator. Journal of Happiness Studies, 17(6), 2295–2313. https://doi.org/10.1007/s10902-015-9680-0
Alrabadi, N., Chen, Y., & Hsu, C. (2024). Mindfulness, teacher mental health, and well-being in early education: A correlational study. BMC Psychology, 12, 1930. https://doi.org/10.1186/s40359-024-01930-3
Bakar, N. A. A., Mansor, K. Z., & Zokarphy, N. Z. (2022). Pengaruh budaya kerja dalam organisasi terhadap kepuasan kerja guru di sekolah-sekolah menengah daerah Hulu Perak. Judicious, 3(1), 1-12. https://doi.org/10.37010/jdc.v3i1.746
Corrente, M., Ferguson, K., & Bourgeault, I. L. (2022). Mental health experiences of teachers: A scoping review. Journal of Teaching and Learning, 16(1), 23-43. https://doi.org/10.22329/jtl.v16i1.6856
Dhamija, P., Gupta, S., & Bag, S. (2019). Measuring job satisfaction: The use of quality of work life factors. Benchmarking: An International Journal, 26(3), 871-892. https://doi.org/10.1108/BIJ-06-2018-0155
Jones-Rincon, A., & Howard, K. J. (2019). Anxiety in the workplace: A comprehensive occupational health evaluation of anxiety disorder in public school teachers. Journal of Applied Biobehavioral Research, 24(1), e12133. https://doi.org/10.1111/jabr.12133
Kaiser, S., Patras, J., Adolfsen, F., Richardsen, A. M., & Martinussen, M. (2020). Using the Job Demands–Resources model to evaluate work-related outcomes among Norwegian health care workers. SAGE Open, 10(2), 2158244020947436. https://doi.org/10.1177/2158244020947436
Kamarudin, S. B., & Taat, M. S. (2020). Faktor tingkah laku pelajar, kekangan masa, beban tugas dan tekanan kerja dalam kalangan guru. Malaysian Journal of Social Sciences And Humanities (MJSSH), 5(9), 114-124. https://doi.org/10.47405/mjssh.v5i9.481
Klai, M. E., & Bahrin, F. K. (2020). Kesedaran tentang masalah kemurungan dalam kalangan guru. Geografia: Malaysian Journal of Society and Space, 16(4), 273-284. https://doi.org/10.17576/geo-2020-1604-20
Koutsimani, P., Montgomery, A., & Georganta, K. (2019). The relationship between burnout, depression, and anxiety: A systematic review and meta-analysis. Frontiers in Psychology, 10, 284. https://doi.org/10.3389/fpsyg.2019.00284.
Liu, X., Pan, Z., & Ye, W. (2024). How workplace telepressure fuels job burnout among educators: Mediated by work-related rumination and moderated by perceived organizational support. Behavioral Sciences, 15(8), 1109. https://doi.org/10.3390/bs15081109 MDPI
Lizana, P. A., & Lera, L. (2022). Depression, anxiety, and stress among teachers during the second COVID-19 wave. International Journal of Environmental Research and Public Health, 19(10), 5968. https://doi.org/10.3390/ijerph19105968
Mohamed, S., Nikmat, A., Hashim, N. A., Shuib, N., & Raduan, N. J. (2020). Burnout and its Relationship to Psychological Distress and Job Satisfaction Among Academician and Non-Academician in Malaysia. International Journal of Higher Education, 10(1), 85–99. https://doi.org/10.5430/ijhe.v10n1p85
Rastegar, N., & Rahimi, M. (2023). Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1129910 Frontiers+1
Salesti, J. (2016). Analisis faktor-faktor yang mempengaruhi kepuasan kerja (Studi pada tenaga pendidikan dan kependidikan pada Universitas di Batam). Jurnal Dimensi, 3(2), 1-16. https://doi.org/10.33373/dms.v3i2.101
Setyaningsih, S., & Sunaryo, W. (2021). Optimizing transformational leadership strengthening, self-efficacy, and job satisfaction to increase commitment. International Journal of Instruction, 14(4), 427-438. https://doi.org/10.29333/iji.2021.14425aDewi, P. S. A., & Sriathi, A. A. A. (2019). Pengaruh stres kerja terhadap turnover intention yang dimediasi oleh kepuasan kerja. E-Jurnal Manajemen Universitas Udayana, 8(7), 4514–4543. https://doi.org/10.24843/EJMUNUD.2019.v8.i07.p07
Sulaiman, Z., & Mansor, M. (2024). Pembelajaran profesional guru: Konsep dan perspektif. International Journal of Modern Education, 6(23), 15–29. https://doi.org/10.35631/IJMOE.623002
Turtulla, S. (2017). Examining levels of job burnout among teachers working in Kosova in terms of different variables. European Journal of Multidisciplinary Studies, 2(6), 285-297. https://doi.org/10.26417/ejms.v6i1.p285-297
Vermila, A., & Kurniawati, F. (2025). A systematic literature review on technostress in post-COVID-19 education: Psychological stressor, antecedents, mitigation strategies, and the role of counseling. Konselor, 14(1), 33–57. https://doi.org/10.24036/02025141111-0-86 counselor.ppj.unp.ac.id
Westphal, A., Kalinowski, E., Hoferichter, C. J., & Vock, M. (2022). K–12 teachers’ stress and burnout during the Covid-19 pandemic: A systematic review. Frontiers in Psychology, 13, 920326. https://doi.org/10.3389/fpsyg.2022.920326
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 NURUL HIDAYAH SAIPUDDIN, Marhaini Abdul Ghani, Alawiyah Tengah
This work is licensed under a Creative Commons Attribution 4.0 International License.
