Hubungan Regulasi Emosi dengan Stres Kerja pada Guru ABK di Sekolah Luar Biasa Harapan Mulia Kota Jambi
DOI:
https://doi.org/10.61402/crj.v2i6.539Keywords:
Emotion Regulation, Work Stress, Teachers, Children with Special NeedsAbstract
ABK are children who experience physical, mental, cognitive, language, hearing, vision, as well as emotional and social limitations. Teachers in special schools have an important role in supporting the education of ABK and are required to have high abilities, creativity and skills. This high burden and responsibility has the potential to cause work stress. Therefore, the ability to regulate emotions is an important aspect for teachers in managing work stress. This research aims to look at the relationship between emotional regulation and work stress in ABK teachers at SLB Harapan Mulia, Jambi City. This research uses quantitative methods with a correlational type. The sampling technique in this research used total sampling, involving all 46 teachers at Harapan Mulia SLB. The measurement instruments used are the emotional regulation scale and work stress scale using Pearson's Product Moment analysis. The results found a significant negative relationship between emotional regulation and work stress in teachers of Children with Special Needs (ABK) at Harapan Mulia Special School (SLB) Jambi City. with an r coefficient of -0.507 with a p value <0.001. This means that the higher the emotional regulation, the lower the teacher's work stress. Conversely, the lower emotional regulation, the higher work stress.
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