UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan untuk menentukan hubungan antara kesejahteraan psikologi,
kepuasan kerja dengan hubungan guru-murid dalam kalangan guru prasekolah di negeri Perak. Kajian
ini menggunakan reka bentuk korelasi. Teori yang digunakan dalam kajian ini adalah teori
Kesejahteraan Psikologi Ryff, teori Efikasi Kendiri Bandura dan teori Determinasi Kendiri Ryan dan
Deci. Kajian korelasi ini melibatkan 86 orang guru prasekolah di Perak yang dipilih secara
rawak mudah. Antara instrumen yang digunakan adalah PERMA, Job Satiscfaction Survey (JSS)
dan Students-Teacher Relationship Scale (STRS). Ketiga-tiga instrumen tersebut telah disahkan
oleh tujuh orang pakar dan nilai kebolehpercayaan untuk PERMA ialah α=0.91, JSS ialah α=0.85 dan
STRS ialah α=0.73. Data kuantitatif dianalisis secara deskriptif dan inferens iaitu peratus,
sisihan piawai dan korelasi Pearson. Dapatan kajian menunjukkan bahawa tahap kesejahteraan
psikologi adalah sederhana (M=6.97, SP=0.99) dalam skala 0 hingga 10. Tahap kepuasan kerja
adalah mereka berpuas hati (M=4.16, SP=0.48) dalam skala 1 hingga 6. Manakala tahap hubungan
guru-murid adalah rendah (M=3.07, SP=0.26) dalam skala 1 hingga 5 dalam kalangan guru
prasekolah. Analisis korelasi menunjukkan hubungan sederhana signifikan antara kesejahteraan
psikologi guru dengan kepuasan kerja (r=0.39, p |
References |
Abdul Halim Masnan, Mazlina Che Mustafa & Hasrul Hosshan. (2017). New preschool teachers and implementation of inclusive classes issues in Malaysia. International Journal of Academic Research in Business and Social Sciences. 7(10). doi:10.6007/IJARBSS/v7-i10/3419
Abdul Muin Sapidin. (2005). Stres guru membimbangkan: Akibat banyak perubahan dan bebanan tugas yang keterlaluan. NUTP.
Achermann, E. & Bauer, T. (2017). Well-being in education systems. In Conference abstract book. Locarno. 25-28. Firenze: Hogrefe Editore
Adlina Hj Ariffin (2015). Identifying teachers’ job satisfaction. Jurnal tidak diterbit. International Islamic University Malaysia.
Akpochafo, G. O. (2012). Perceived sources of occupational stress among primary school teachers in Delta state of Nigeria. Education, 132, 826-833. Retrieved Jun 5, 2019, from http://eric.ed.gov/?id=EJ994246
Amati M., Tomasetti M., Ciuccarelli M., Mariotti L., Tarquini L. M., Bracci M. & Santarelli L. (2010). Relationship of job satisfaction psychological distress and stress related biological parameters among healthy nurses: A longitudinal study. Journal of Occupational Health, 52, 31-38. doi:10.1539/joh.L9042
Anderson, A. R.; Christenson, S. L.; Sinclair, M. F.; Lehr, C. A., Check & Connect. (2004). The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95-113.
Ary, D., Jacobs. L. C. & Sorensen, C. (2010). Introduction to Research in Education. 8?? ed. California: Wadsworth.
Azlina, M. K. & Rohana, A. (2011). Hubungan Di Antara Stres Kerja Dengan Kepuasan Kerja Dalam Kalangan Guru-Guru Besar Di Daerah Batu Pahat. Fakulti Pendidikan, Universiti Teknologi Malaysia.
Bagwell, C., Bender, S., Andreassi, C., Kinoshita, T., Montarello, S. & Muller, J. (2005). Friendship quality and perceived relationship changes predict psychosocial adjustment in early adulthood. Journal of Social and Personal Relationships, 22, 235-254. doi:10.1177/0265407510380607
Baker, L., Green, S. & Falecki, D. (2017). Positive early childhood education: Expanding the reach of positive psychology into early childhood. European Journal of Applied Positive Psychology, 1(8), 1-12. Retrieved April 4, 2019, from http://www.nationalwellbeingservice.org/volumes/ volume-1- 2017/volume-1-article-8/
Bandura A. (1977) Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Barch, J. C. (2015). On measuring student-teacher relationships: sorting out predictors, outcomes, and schematic structure of students’ internal relationship representations. University of Iowa Research Online. doi:10.17077/etd.y852ur5n
Barker, C. & Martin, B. (2009). Dilemmas in teaching happiness, Journal of University Teaching & Learning Practice, 6(2), 2009.
Bentea, C.C. (2015). Relationships between personality characteristics and attitude towards work in school teachers. Procedia - Social and Behavioral Sciences, 180, 1562-1568. doi:10.1016/j.sbspro.2015.02.307
Berita Harian. (2018). 2 guru tadika didakwa dera budak. Berita Harian. 20 Ogos. https://www.bharian.com.my/berita/kes/2018/08/464135/2-guru-tadika- didakwa-dera-budak Briner, R. & Dewberry, C. (2007). Staff well-being is key to school success. London: Work life Support- Hamilton House.
Broeck, V. D., Vansteenkiste, A., Witte, M. D. & Lens, W. (2008). Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work and Stress, 22, 277-294.
Bruce, A. S., Holsen, L. M., Chambers, R. J., Martin, L. E, Brooks, W. M., Zarcone, J. R., Butler, M. G. & Savage, C. R. (2010). Obese children show hyperactivation to food pictures in brain networks linked to motivation, reward and cognitive control. Int J Obes (Lond).34(10), 1494-500.
Bryant, F. B. & Veroff, J. (2007). Savoring: A new model of positive experience. NJ: Lawrence Erlbaum.
Butin, D. & Woolums, J. (2009). Early childhood centers. Washington, DC: National Clearinghouse for Educational Facilities.
Butler, J. & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1-48. doi:10.5502/ijw.v6i3.526
Buyse, E., Verschueren, K. & Doumen, S. (2011). Preschoolers’ attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference? Social Development, 20(1), 33-50. doi:10.1111/j.1467- 9507.2009.00555.x
Campbell, A., Converse, S.E. & Rodgers, W. L. (1976). The quality of American life. New York; Russell Sage foundation.
Chan, D. W. (2012), Subjective well being of Hong Kong Chinese teachers: The contribution of gratitude, forgiveness, and the orientations to happiness. Teaching and Teacher Education, 3(2), 22-30.
Chang, F. C. (1996). Psikologi Pendidikan untuk Perguruan. Kuala Lumpur: Dewan Bahasa & Pustaka.
Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: appraisal, regulation and coping. Motivation and Emotion. 37, 799-817.doi:10.1007/s11031-012-9335-0
Chaudhary, R., Rangnekar, S. & Mukesh Kumar Barua. (2012). Relationships between occupational self efficacy, human resource development climate, and work engagement. Team Performance Management: An International Journal, 18(7/8), 370-383, https://doi.org/10.1108/13527591211281110
Chu, C. L. (2003). A study of the relationship between personality traits and teaching effectiveness of teachers in reward and non-reward kindergarten in Taiwan. Unpublished doctoral dissertation. Spalding University: Kentucky.
Chua, Y. P. (2011). Kaedah dan Statistik Penyelidikan: Kaedah Penyelidikan. Edisi Kedua. Shah Alam: McGraw Hill
Chua, Y. P. (2014). The effects of humor cartoons in a series of bestselling academic books. Humor-International Journal of Humor Research. 27(3), 499-520, doi:10.1515/humor-2014-0069
Coffey, J. K., Warren, M. & Gottfried, A. (2014). Does infant happiness forecast adult life satisfaction? Examining subjective well-being in the first quarter century of life. Journal of Happiness Studies. doi:10.1007/s10902-014-9556-x.
Cohen, L., Manion, L., & Marrison, K. (2011). Research methods in education (7th ed.). New York, USA: Routledge Taylor & Francis Group.
Cohn, M. & Fredrickson, B. (2009). Positive emotions. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 13-24). NY: Oxford University Press.
Creswell, J. W. & Plano Clark, V. (2007). Designing and conducting mixed method research. London: Sage Publications.
Critchley, H. & Gibbs, S. (2012). The effects of positive psychology on the efficacy beliefs of school staff. Educational and Child Psychology, 29(4).
Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15-35). NY: Cambridge University Press.
Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38, 207-234.
Day, C. & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17, 403-415.
Day, C., Elliot, B. & Kingston, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21, 563- 577.
Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry. 11, 227- 268.doi:10.1207/S15327965PLI1104_01
Denham, S. A. (2005). Assessing social emotional development and children from a longitudinal perspective for the national children’s study. Prepared for the National Children’s Study by Bettelle Memorial Institute.
Diener, E. & Oishi, S. (2000). Money and happiness: Income and subjective well-being across nations. In E. Diener & E. M. Suh (Eds.), Culture and subjective well- being (pp. 185-218). Cambridge: The MIT Press.
Diener, E. & Seligman, M. (2002). Very happy people. Psychological Science, 13(1), 81-84. doi:10.1111/ 1467-9280.00415
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43.
Duckworth, A. & Quinn, P. D. (2009). Development and validation of the short grit scale (GRIT-S). Journal of Personality Assessment, 91(2), 166-174. doi:10.1080/00223890802634290
Duckworth, A. L., Peterson, C., Matthews, M. D. & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. doi:10.1037/0022- 3514.92.6.1087.
Early, D. M. et al (2007). Teachers’ education, classroom quality, and young children’s academic skills: results from seven studies of preschool programs. Child Development, 78(2), 558-580. doi:0009-3920/2007/7802-0013
Eatough, E., Way, J. & Chang, C. (2012). Understanding the link between psychosocial work stressors and work-related musculoskeletal complaints. Applied Ergonomics, 43, 554-563. doi:10.1016/j. apergo.2011.08.009
Eggen, P. & Kauchak, D. (2002). Strategies for teachers: Teaching content and thinking skills. 4th ed. Needham Heights: Kingdom Winds Publishing.
Engels, N., Aelterman, A., Schepens, A. & Petegem, V. K. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30, 127-143.
Ewing, A. R. & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher- child relationship quality and children’s behavioral adjustment in preschool. Early Childhood Research Quarterly, 24, 92-105. doi:10.1016/j. ecresq.2008.09.002
Fantuzzo, J., Perlman, S., Sproul, F. & Minney, A. (2012). Making visible teacher reports of their teaching experiences: the early childhood teacher experiences scale. Psychology in the Schools, 49(2), 194-205. doi:10.1002/pits.20623
Fatemeh Salimirad & Srimathi, N. L. (2016). The relationship between, psychological well-being and occupational self-efficacy among teachers in the city of Mysore, India. The International Journal of Indian Psychology. 3(2), No.3, doi:18.01.038/20160302
Fauzi Hussin, Jamal Ali, Mohd Saifoul Zamzuri Noor. (2014). Kaedah Penyelidikan & Analisis Data SPSS. Universiti Utara Malaysia.
Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14, 1-36.
Fleming, J. L., Mackrain, M. & LeBuffe, P. A. (2013). Caring for the caregiver: Promoting the resilience of teachers. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 387-397). New York, NY: Springer.
Fredericks, J. A.; Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. doi:10.1037/0003-066X.56.3.218
Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595-606.
Froh, J. J., Bono, G. & Emmons, R. (2010). Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents. Motivation and Emotion, 34(2), 144-157. doi:10.1007/s11031-010-9163-z
Fun, W. S. (2008). Faktor-faktor yang mendorong tekanan kerja (stres) di kalangan guru-guru SJK(C): Satu kajian di tiga buah sekolah di Wilayah Persekutuan. Kajian Ilmiah. Universiti Teknologi Malaysia.
Gallagher, K. C., Kainz, K., Vernon-Feagans, L. & White, K. M. (2013). Development of student-teacher relationships in rural early elementary classrooms. Early Childhood Research Quarterly, 28, 520-528. doi:10.1016/j.ecresq.2013.03.002
Garis Panduan Pengurusan Prasekolah. (2018). Bahagian Pengurusan Sekolah Harian. Kementerian Pendidikan Malaysia.
Ghania, M. Z., Ahmad, A. C. & Ibrahim, S. (2014). Stress among Special Education Teachers in Malaysia. Procedia- Social and Behavioural Sciences, 114, 4-13.
Gozzoli, C., Frascaroli, D. & D’Angelo, C. (2015). Teachers’ wellbeing/malaise: Which resources and efforts at individual, group and organizational levels? Procedia- Social and Behavioral Sciences, 191, 2241-2245. doi:10.1016/j.sbspro.2015.04.491
Goldberg, S. (2013). Epistemic dependence in testimonial belief, in the classroom and beyond. Journal of Philosophy of Education, 47, 168–185.
Graham, G.; Holthale, S. A. & Parker, M. (2010). Children moving: a reflective approach to teaching physical education. (8th ed.). New York: McGraw-Hill.
Grant, A. M. (2006). An integrative goal-focused approach to executive coaching. In D. Stober & A. M. Grant (Eds.), Evidence Based Coaching Handbook (pp. 153– 192). New York: Wiley
Green, L.S. (2014). Positive education: An Australian perspective. In P.A. Alexander, M.J. Furlong, R. Gilman, & E.S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed., pp. 401-415). Abingdon. UK: Routledge.
Greene, B. A., DeBacker, T. K., Ravindran, B. & Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles: A Journal of Research, 40(5-6), 421-458. doi:10.1023/A:1018871610174
Guo, Y., Justice, L.M., Sawyer, B. & Tompkins,V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27, 961- 968.
Hamre, B. K. & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19, 297-318.
Hamre, B. K., Pianta, R. C., Downer, J. T. & Mashburn, A. J. (2008). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17, 115-136.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
Harris, L. R. (2008). A Phenomenographic investigation of teacher conceptions of student engagement in learning. The Australian Educational Researcher, 35(1).
Hayati, K., & Caniago, I. (2012). Islamic work ethic: The role of intrinsic motivation, job satisfaction, organizational commitment and job performance. Procedia - Social and Behavioral Sciences, 65, 272 – 277.
Haynes, N. M., Emmons, C. & Ben-Avie, M. (1997). School climate as a factor in student adjustment and achievement. Journal of Educational and Psychological Consultation, 8, 321-9.
Huppert, F. A. (2009). Psychological well-being: Evidence regarding its causes and consequences. Applied Psychology: Health and Well-being, 1, 137-164. doi:10.1111/j.1758-0854.2009.01008.x
Ilgan, A., Ozu-Cengiz, O., Ata, A. & Akram, A. (2015). The relationship between teachers’ psychological well-being their quality of school work life. The Journal of Happiness & Well-Being, 3, 159-181
Ispir, O. A. (2010). Teachers’ burnout levels and their attitudes towards teaching profession. EABR & ETLC Conference Proceedings (pp. 229-233). Dublin, Ireland.
Jabnoun, N. & Chan, Y. F., (2001). Job satisfaction of secondary school teachers in Selangor, Malaysia. International Journal of Commerce and Management, 11(3/4), 72-90, https://doi.org/10.1108/eb047428
Jantine, L. Spilt, Helma M. Y. Koomen & Jochem, T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review. 23: 457-477. doi:10.1007/s10648-011-9170-y
Judge, T. A. & Church, A. H. (2000). Job satisfaction: Research and practice. In C. L. Cooper & E. A. Locke (Eds.), Industrial and organizational psychology: Linking theory with practice (pp. 166-198). Oxford, UK: Blackwell.
Junaidah Mohamad & Nik Rosila Nik Yaacob. (2013). Kajian tentang kepuasan bekerja dalam kalangan guru-guru pendidikan khas. Asia Pacific of Educators and Education, 28, 103-115.
Juriani Jamaludin & Ghaziah Mohd Ghazali. (2013). Job satisfaction and stress among secondary school music teachers in Malaysia. (2013). Malaysian Music Journal, 1(2), 72-86.
Karuppaya, K. S. (2008). Faktor-faktor yang Mempengaruhi Kemerosotan Disiplin di Kalangan Pelajar Sekolah Menengah di Johor.
Kementerian Pendidikan Malaysia. (2003). Huraian Kurikulum Prasekolah Kebangsaan. Kuala Lumpur: Percetakan Rina Sdn Bhd.
Kementerian Pendidikan Malaysia. (2010). Dokumen Standard Kurikulum Prasekolah Kebangsaan. Putrajaya: Percetakan Nasional Malaysia Bhd
Kementerian Pendidikan Malaysia. (2012). Dasar Pendidikan Kebangsaan. Putrajaya: Kementerian Pelajaran Malaysia.
Kern, M. L., Waters, L. E., Adler, A. & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. Journal of Positive Psychology. 10, 262-271. doi:10.1080/17439760.2014.936962
Kern, M., Waters, L., Adler, A. & White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction, and professional thriving.Psychology, 5, 500-513. doi:10.4236/psych.2014.56060
Kidger J, Gunnell D, Biddle L, et al (2010). Part and parcel of teaching? Secondary school staff's views on supporting student emotional health and well-being. British Educational Research Journal, 36, 919-35.
Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R. & Gunnell, D. (2016). Teachers’ wellbeing and depressive symptoms, and associated risk factors: A large cross sectional study in English secondary schools. Journal of Affective Disorders, 192, 76-82. doi:10.1016/j.jad.2015.11.054
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
Krejcie, R. V. & Morgan, Daryle. W. (1970). Determining Sample Size For Research Activities. Educational And Psychological Measurement, 30, 607- 610
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27-35.
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
Leitao, N. & Waugh, R. W. (2007). Teachers' views of teacher-student relationship in primary school. Annual International Educational Research. Freemantle: Western Australia.
Levin, B. (2004). Student assessment as public learning: Report on consultations and recommendations for a provincial student assessment Policy-Grade 6 to Senior 1. Winnipeg, MB: Manitoba Education, Citizenship and Youth.
Lia Indah Ahmad & Ruslin Amir. (2018). Tekanan Dan Kepuasan Kerja Dalam Kalangan Guru Sekolah Menengah Daerah Pasir Gudang. e-Prosiding Persidangan Antarabangsa Sains Sosial dan Kemanusiaan 2018. Kolej Universiti Islam Antarabangsa Selangor. eISBN: 978-967-2122-47-0
Lin, C. H. (2004). The study of organizational commitment and teaching effectiveness for special education teachers teaching. The Journal of Human Resource and Adult Learning, 9, (2), 141-153.
Linley, P. A., Joseph, S., Harrington, S. & Wood, A. M. (2006). Positive psychology: Past, present, and (possible) future. The Journal of Positive Psychology, 1, 3-16. doi:10.1080/17439760500372796
Little, M. & Kobak, R. (2003). Emotional security with teachers and children's stress reactivity: A comparison of special-education and regular-education classrooms. Journal of Clinical Child and Adolescent Psychology, 32, 127−138.
Lopez, S. J. & Snyder, C. R. (2009). Oxford handbook of positive psychology. 2nd ed. (pp. 13-24). NY: Oxford University Press.
Lowe, S. (2013). teaching in early education: Examining the relationship among job satisfaction, efficacy, connection to students and student poverty concentration. The Ohio State University.
Mantyla, O. Y., Uusiautti, S., & Maatta, K. (2012). Critical viewpoint to early childhood education teachers’ well-being at work. International Journal of Human Sciences, 9(1). 458-483
Martin, D. P. & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher- student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53, 359-373. doi:10.1016/j.jsp.2015.07.001
Mashburn, A. J. & Pianta, R. C. (2006). Social relationships and school readiness. Early Education & Development, 17, 151-176. doi:10.1207/s15566935eed1701_7
Mashburn, A. J., Hamre, B. K., Downer, J. T. & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of prekindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24, 367- 380.
Maulana, R., Opdenakker, M. C., Stroet, K. & Bosker, R. (2013). Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education: A Multilevel Growth Curve Analysis. Journal of Youth and Adolescence. doi:10.1007/s10964-013-9921-9
McCullough, M. E., Emmons, R. A. & Tsang, J. A. (2002). The grateful disposition: A conceptual and empirical topography. Journal of Personality and Social Psychology, 82, 112-127. doi:10.1037/0022-3514.82.1.112
McGrath, B. J. & Huntington, A. D. (2007). The health and wellbeing of adults working in early childhood education. Australian Journal of Early Childhood, 32(3), 33- 38.
Melor Md Yunusa, Wan Safuraa Wan Osmana, & Noriah Mohd Ishaka. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia Social and Behavioral Sciences, 15, 2637-2641. doi:10.1016/j.sbspro.2011.04.161
Merriam, S. B. (2001). Qualitative Research and Case Study Application in Education. San Francisco: Jossey-Bass Pub.
Michaelson, J., (2009) National Accounts of Well-being: bringing real wealth onto the balance sheet. London: nef (the new economics foundation).
Michalec, B., Keyes, C. and Nalkur, S. (2009) Flourishing. In S. Lopez (ed.) The Encyclopedia of Positive Psychology (pp. 391-4). Chichester: Blackwell Publishing Ltd. Milatz, A., Luftenegger, M. & Schober, B. (2015). Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Frontiers in Psychology. 6(1949).
Mishra, P. Pandey, C. M., Singh, U., Gupta, A. Sahu, C., & Keshri, A. (2019). Descriptive Statistics and Normality Tests for Statistical Data. Annals of Cardoc Anaesthesia. 22(1). 67–72. doi: 10.4103/aca.ACA_157_18
Moen, P., Kelly, E. L., Lam, J. (2013). Healthy work revisited: Does reducing time strain promote women’s and men’s well-being? Journal of Occupational Health Psychology, 18(2). doi:157-172. 10.1037/a0031804
Mohd Azam Shah Yaacob. (2019). Kes dera kanak-kanak meningkat. MyMetro, (2019). 25 April. Retrieved July 27, 2019, from https://www.hmetro.com.my/mutakhir/2019/04/448789/kes-dera-kanak- kanak-meningkat
Mohd Majid Konting. (2005). Kaedah penyelidikan pendidik. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Mohd Najib Abd. Ghafar. (2003). Reka bentuk Tinjauan Soal Selidik Pendidikan. Johor: Penerbit Universiti Teknologi Malaysia.
Morgan, A. (2012). Teaching science in the primary school: Surveying teacher wellbeing and planning for survival. Journal of the Australian Science Teachers Association, 58, 14-21. Retrieved July 26, 2019, from http://epublications.une.edu.au/1959.11/13132
Mudasir, B. (2012). Occupational Efficacy and Administrative Behavior-A study of Educational Administrators in Kashmir. Research Scholar, 4(11), 30-37. Retrieved April, 26, 2019, from http://www.sciencepub.net/researcher
NAEYC. (2013). Teacher-child ratios within group size. Retrieved August 2, 2019, from https://idahostars.org/portals/61/Docs/Providers/STQ/TeacherChildRatioChart
Natovova, L. & Chylova, H. (2012). Coping strategies adopted by university students- part ii: role conflict and age, Journal on Efficiency and Responsibility in Education and Science, 5(4), 226-238. doi:10.7160/eriesj.2012.050405
Newberry, M. & Davis, H. (2008). The role of elementary teachers' conceptions of closeness to students on their differential behavior in the classroom. Teaching and Teacher Education, 24, 1965-1985.
Noble, T. & McGrath, H. (2015). PROSPER for student wellbeing. Positive Education Pathways and Policy: Springer.
Noraini Idris. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur: McGraw Hill Education
Noriati A. Rashid, Boon, P. Y. & Wong, K. W. (2010). Asas kepimpinan dan perkembangan professional guru. Shah Alam: Oxford Fajar.
Norrish, J. M., Williams, P., O’Connor, M. & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147 161. doi:10.5502/ijw.v3i2.2
NUTP. (2005). Jalan kajian masalah tekanan di kalangan guru. Berita Harian.
O’Connor, E. (2010). Teacher-child relationships as dynamic systems. Journal of School Psychology, 48, 187-218.
Osgood, J. (2006) Deconstructing Professionalism in Early Childhood Education: resisting the regulatory gaze, Contemporary Issues in Early Childhood, 7(1), 5- 14. doi:10.2304/ciec.2006.7.1.5
Othman Talib. (2013). Asas penulisan tesis, penyelidikan & statistik. Serdang: Universiti Putra Malaysia Press. ISBN 9789673443352
Ozpehlivan, M. & Acar, A. Z. (2015). Assessment of a multidimensional job satisfaction instrument. Procedia- Social and Behavioral Sciences. 210, 283- 290
Pajeras. (2002). Overview of Social Cognitive Theory and of Self-Efficacy. Retrieved August 16, 2019, from http://www.uky.edu/~eushe2/Pajares/eff.html
Pas, E. T., Bradshaw, C. P. & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50, 129-145. doi:10.1016/j.jsp.2011.07.003
Pepe, A., Addimando, L. & Veronese, G. (2017). Measuring Teacher Job Satisfaction: Assessing Invariance in the Teacher Job Satisfaction Scale (TJSS) Across Six Countries. Europe's Journal of Psychology. 13(3), 396-416. doi:10.5964/ejop.v13i3.1389
Persatuan Psikiatrik Malaysia. (2010). Gangguan Mental dan Penyelesaian. Retrieved Jun 28, 2019, from www.psychiatry-malaysia.org/article.php?aid=1241
Petegem, K. V., Creemers, B. P. M., Rossel, Y. & Aelterman, A. (2005). Relationships between teacher characteristics, interpersonal teacher behavior and teacher wellbeing. The Journal of Classroom Interaction, 40, 34-43. Retrieved July 26, 2019, from https://files.eric.ed.gov/fulltext/EJ768688.pdf
Peterson, C. (2006). A primer in positive psychology. NY: Oxford University Press. Pianta R. C., Belsky J., Houts R. & Morrison F. (2007). Opportunities to learn in America’s elementary classrooms. Science. 315, 1795-1796. doi:10.1126/science.1139719
Pianta, R. C. & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444-458.
Pianta, R. C. (1992). Student-teacher relationship scale. Charlottesville, VA: University of Virginia
Pianta, R. C. (2001). Student-teacher relationship scale: Professional manual. Lutz: Psychological Assessment Resources.
Quan-McGimpsey, S., Kuczynski, L. & Brophy, K. (2011). Early education teachers’ conceptualizations and strategies for managing closeness in childcare: the personal domain. Journal of Early Childhood Research, 9(3), 232-246. doi:10.1177/1476718X10389146
Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J. & Ryan, R. M. (2000). Daily well- being: The role of autonomy, competence, and relatedness. Personality & Social Psychology Bulletin, 26, 419-435.
Renshaw, T. L., Long, A. C. & Cook, C. R. (2014). Assessing adolescents’ positive psychological functioning at school: Development and validation of the student subjective wellbeing questionnaire. School Psychology Quarterly, 30, 534-552. doi:10.1037/spq0000088
Roffey, S. (2012). Pupil wellbeing-teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29, 8-15. Retrieved Jun 26, 2019, from https://www.academia.edu/2404110/
Rogatko, T. (2009). The influence of flow on positive affect in college students. Journal of Happiness Studies, 10(2), 133-148. doi:10.1007/s10902-007-9069-y.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L. & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493-529. doi:10.3102/0034654311421793
Rudasill, K. M. & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120. doi:10.1016/j.ecresq.2008.12.003
Ryan, R. & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68.
Ryan, R. M. & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudemonic well-being. Annual Review of Psychology, 52, 141-166.
Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (p. 171–195). Routledge/Taylor & Francis Group.
Ryff, C. & Singer B. (2006). Best news yet on the six-factor model of well-being. Social Science Research, 35, 1103-1119. doi:10.1016/j.ssresearch.2006.01.002
Ryff, C. D. & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719-727.
Ryff, C. D. & Singer, B. H. (1996). Psychological well-being: Meaning, measurement, and implications for psychotherapy research. Psychotherapy and Psychosomatics, 65, 14-23.
Ryff, C. D. & Singer, B. H. (1998). The contours of positive human health. Psychological Inquiry, 9(1), 1-28. doi:10.1207/s15327965pli0901_1
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological wellbeing. Journal of personality and social psychology, 57(6), 1069.
Ryff, C. D. (2013). Psychological Well-Being Revisited: Advances in the Science and Practice of Eudaimonia. Psychother Psychosom, 83, 10-28. doi:10.1159/000353263
Sabitha Marican. (2005). Kaedah penyelidikan sains sosial. Petaling Jaya: Prentice Hall.
Salehi, H. & Taghavi, E. (2015). Teachers' attitudes towards job satisfaction and their students' beliefs and motivation. International Journal of Research Studies in Language Learning. doi:10.5861/ijrsll.2015.1108
Scheerens, J. (2015). Theories on educational effectiveness and ineffectiveness. School Effectiveness and School Improvement, 26(1), 10-31. doi:10.1080/09243453.2013.858754
Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well- being. NY: Free Press.
Seligman, M. E. P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. doi:10.1037/0003- 066X.55.1.5
Seligman, M., Ernst, R. Gillham, K. & Linkins, M. (2009). Positive Education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. doi:10.1080/03054980902934563
Sette, S., Spinrad, T. L. & Baumgartner, E. (2013). Links among Italian preschoolers’ socioemotional competence, teacher-child relationship quality, and peer acceptance. Early Education & Development, 24(6), 851-864. doi:10.1080/10409289.2013.744684
Shann, M. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92, 67-73.
Shoshani, A. & Steinmetz, S. (2013). Positive psychology at school: A school-based intervention to promote adolescents' mental health and well-being. Journal of Happiness Studies, 1-23. doi:10.1007/s10902-013-9476-1
Shoshani, A. & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15, 1289-1311. doi:10.1007/s10902-013-9476-1
Shoshani, A., Aviv, I. (2012). The pillars of strength for first-grade adjustment: parental and children’s character strengths and the transition to elementary school. J. Positive Psychology. 7, 315-326. doi:10.1080/17439760.2012.691981
Sidek Mohd Noah & Jamaludin Ahmad. (2005). Pembinaan Modul: Bagaimana Membina Modul Latihan dan Modul Akademik. Serdang: Penerbit Universiti Putra Malaysia.
Silva, K. M., Spinrad, T. L., Eisenberg, N., Sulik, M. J., Valiente, C., Huerta, S. (2011). Relations of children’s effortful control and teacher-child relationship quality to school attitudes in a low-income sample. Early Education & Development, 22(3), 434-460. doi:10.1080/10409289.2011.578046
Siti Radziah. (1982). Stress and Mental Health in Society. Singapura: Heinemann Publishers Asia Pte. Ltd.
Smith, P. K. & Pellegrini, A. D. (2000). Psychology of Educaton: Major Theme. New York: Routledge Falmer.
Soodak, L. C. & Podell, D. M. (1993). Teacher efficacy and student problem as factors in special education referral. The Journal of Special Education, 27(1), 66-81. doi:10.1177/002246699302700105
Spector Paul, E. (1994). Job Satisfaction Survey. Tampa, FL: Department of Psychology, University of South Florida.
Spector, P. E. (1997). Job satisfaction: Application, assessment, causes, and consequences. Thousand Oaks, CA: Sage
Spector, P. E. (2001). Job Satisfaction Survey, JSS. Retrieved Jun 6, 2019, from http://shell.cas.usf.edu/~pspector/scales/jssovr.html
Spilt, J. L., Koomen, H. M. Y. & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23, 457-477. doi:10.1007/s10648-011-9170-y
Spilt, J. L., Vervoort, E., & Verschueren, K. (2018). Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems. School Psychology Quarterly, 33(3), 419–427. https://doi.org/10.1037/spq0000215
Spodek, B. & Saracho, O. N. (2006). Handbook of research on education of young children (2nd). Erlbaum, NY: Macmillan Publishing Co.
Stanculescu, E. (2014), psychological predictors and mediators of subjective well being in asample of Romanian teachers. Review of Research and social intervention, 4(6), 37-52
Steger, M. F., Frazier, P., Oishi, S. & Kaler, M. (2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53, 80-93. doi:10.1037/ 0022-0167.53.1.80.
Stipek, D. (2006). No child left behind comes to preschool. The Elementary School Journal, 106(5), 455-466.
Tadic, M., Bakker, A. B. & Oerlemans, W. G. M. (2013). Work happiness among teachers: A day reconstruction study on the role of self-concordance. Journal of School Psychology, 51, 735-750. doi:10.1016/j.jsp.2013.07.002
Tajulashikin, J., Fazura, M. N. & Mohd Burhan, I. (2013). Faktor-faktor penentu stres dalam kalangan guru sekolah rendah mubaligh di Kuala Lumpur. Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(2): 1-11.
Tang, J., Leka, S. & MacLennan, S. (2013). The psychosocial work environment and mental health of teachers: A comparative study between the United Kingdom and Hong Kong. International Archives of Occupational and Environmental Health, 86, 657-666. doi:10.1007/s00420-012-0799-8
Thijs, J., Koomen, H., Roorda, D. & Hagen, J. (2011). Explaining teacher-student interactions in early childhood: An interpersonal theoretical approach. Journal of Applied Developmental Psychology, 32(1), 34-43.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D. & Oort, F. J. (2010). Can teachers motivate students to learn? Educational Studies, 73(3), 345-360.
Tschopp C., Grote G., Gerber M. (2014). How career orientation shapes the job satisfaction-turnover intention link. Journal of Organizational Behavior, 35(2), 151-171. 10.1002/job.1857
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J. & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30, 173-189.
Turner, N., Barling, J. & Zacharatos, A. (2002). Positive psychology at work. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 715-728). New York: Oxford University Press.
United Nations Children's Funds. (2013). Implementation of children's rights with equity. Petaling Jaya: United Nations Children's Fund, Economic Planning Unit, Prime Minister's Department.
Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 90- 102). Dublin: Authentic
Utusan Malaysia. (2018). NUTP sedia bantu tangani gejala guru stres. Retrieved July, 20, 2019 from https://www.utusan.com.my/berita/nasional/nutp-sedia-bantu- tangani-gejala-guru-stres-1.717754
Vali Mehdinezhad, (2012) Relationship between High School teachers’ wellbeing and teachers’ efficacy: Acta Scientiarum. Education, 34(2), 233-241. doi:10.4025/actascieduc.v34i2.16716
Vesely, A. K., Saklofske, D. H. & Nordstokke, D. W. (2014). EI training and pre- service teacher wellbeing. Personality and Individual Differences, 65, 81-85. doi:10.1016/j.paid.2014.01.052
Walumbwa, F. O., Avolio, B. J., W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic Leadership: Development and Validation of a Theory-Based Measure. Journal of Management, 34(1), 89-126. doi: 10.1177/0149206307308913
Wan, K. Y. (2017). Think-group-share meningkatkan kemahiran berkongsi dalam kalangan murid prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan 2017: Special Issue, 48-66.
Wangsoyoung, H. (2014), A study of the relationships among pre-service early childhood teacher’s self differentiation, family of origin, ego resiliency and subjective well being. Early Childhood Education research & review, 18(5), 503-525.
Webb, M. L. & Neuharth-Pritchett, S. (2010). Examining factorial validity and measurement invariance of the Student–Teacher Relationship Scale. Early Childhood Research Quartery. 26, 205-215.
Wentzel, K. R. (2002). Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence. Child Development, 73, 287- 301.
Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education 21(7), 747-766
WHO, World Health Organization. (2012). Risk to mental health: An overview of vulnerabilities and risk factors. Retrieved Jun 15, 2019, from www.who.int/about/copyright
Wilma, J. D., Friesen, S., & Milton, P. (2009). What did you do in school today? Transforming classrooms through social, academic and intellectual engagement. Toronto: Canadian Education Association.
Wong, Y. H., & Zhang, L. F. (2014). Perceived school culture, personality types, and wellbeing among kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 39, 100-108. Retrieved May 26, 2019, from http://search.informit.com.au/documentSummary;dn=365495547835458;res=I ELHSS
Wood, A., Froh, J. & Geraghty, A. (2010). Gratitude and well-being: A review and theoretical integration. Clinical Psychology Review, 30, 890-905. doi:10.1016/j.cpr.2010.03.005
Wright, B. E. & Kim, S. (2004). Participation’s influence on job satisfaction: The importance of job characteristics. Review of Public Personnel Administration, 24(1), 18-40.
Yang, H. L., Kao, Y. H. & Huang, Y. C. (2006). The job self efficacy and job involvement of clinical nursing students. Journal of Nursing Resource, 14(3), 237-49.
Yasmin Ahmad & Najeemah Mohd Yusof. (2012). Social Distance and Ethnic Boundary among Pupils in Multiethnic and Monoethnic School Environment in Malaysia. Science Journal of Sociology & Anthropology, 2, 1-17.
Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An International Journal, 30, 485-493.
Zhao. W. (2012), Economic inequality, status perceptions and subjective well being in China’s transitional economy. Research in social stratification, 30(4), 433-450.
|
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |