Peer-reviewed article
PERSEPSI GURU PADA PERILAU AGRESIF ANAK USIA DINI DAPAT MEMPENGARUHI KELELAHAN EMOSIONAL GURU PAUD
Havida Hanina, Afi Mahesa Solehudin ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how early childhood education teachers in Mojoroto District, Kediri City, Indonesia, see aggressive behaviour in young children, and how emotionally exhausted they are. A questionnaire was completed by 161 teachers out of 270 educators. Many teachers fell in the high category for both perception of aggressive behaviour and emotional exhaustion. Teachers who perceived more aggressive behaviour tended to report more emotional exhaustion, though this explained only a small part of the variation.
Key points
- 161 of 270 educators took part, selected through cluster sampling.
- 43% of teachers were in the high category for perceptions of aggressive behaviour in young children.
- 40% of teachers were in the high category for emotional exhaustion.
- Simple linear regression showed a positive and significant association (t = 5.552, p < 0.05).
- Teachers' perceptions explained 16.1% of the variance in emotional exhaustion; 83.9% was outside the model.
Limitations
The abstract describes a single-time questionnaire study in one district, so it cannot show that perceptions cause exhaustion or that the results apply elsewhere. It also does not say what other factors contribute to teacher exhaustion, and it does not measure child outcomes directly.
Abstract
ABSTRACT Aggressive behavior among young children can place particular emotional demands on teachers because managing such behavior occurs repeatedly within everyday learning interactions. How teachers perceive such behavior is therefore important to examine, as it may be associated with the emotional conditions they experience while carrying out their teaching responsibilities. This study aimed to describe teachers’ perceptions of aggressive behavior in early childhood, assess the level of emotional exhaustion among early childhood education teachers, and analyze the association between these two variables in Mojoroto District, Kediri City. Of the 270 educators comprising the study population, 161 teachers participated as respondents through cluster sampling. Data were collected using a questionnaire and analyzed using simple linear regression. The largest proportion of respondents fell within the high category for both perceptions of aggressive behavior in young children (43%) and emotional exhaustion (40%). Regression analysis yielded a t-value of 5.552 with a significance level of 0.000 (p < 0.05), indicating a positive and significant association between teachers’ perceptions of aggressive behavior in young children and emotional exhaustion. The R² value of 0.161 indicates that teachers’ perceptions explained 16.1% of the variance in emotional exhaustion, while the remaining 83.9% fell outside the model examined. These findings indicate that teachers’ perceptions constitute one factor associated with emotional exhaustion, highlighting the need to consider other factors beyond the model when understanding this condition. ABSTRAK Perilaku agresif pada anak usia dini menghadirkan tuntutan emosional tersendiri bagi guru karena penanganannya berlangsung dalam interaksi pembelajaran yang berulang. Cara guru memaknai perilaku tersebut menjadi penting untuk dikaji karena dapat berkaitan dengan kondisi emosional yang menyertai pelaksanaan tugas mengajar. Penelitian ini bertujuan menggambarkan persepsi guru terhadap perilaku agresif anak usia dini dan tingkat kelelahan emosional guru PAUD serta menganalisis keterkaitan kedua variabel tersebut di Kecamatan Mojoroto, Kota Kediri. Dari 270 pendidik yang menjadi populasi, sebanyak 161 guru terlibat sebagai responden melalui cluster sampling. Informasi penelitian dikumpulkan menggunakan kuesioner dan diolah dengan analisis regresi linear sederhana. Proporsi responden terbesar berada pada kategori tinggi, baik untuk persepsi terhadap perilaku agresif anak usia dini (43%) maupun kelelahan emosional (40%). Pengujian regresi menghasilkan nilai t sebesar 5,552 dengan signifikansi 0,000 (p < 0,05), yang menunjukkan adanya hubungan positif dan signifikan antara persepsi guru terhadap perilaku agresif anak usia dini dan kelelahan emosional. Nilai R² sebesar 0,161 menunjukkan bahwa variabel persepsi menjelaskan 16,1% variasi kelelahan emosional, sementara 83,9% sisanya berada di luar model yang dianalisis. Temuan ini menunjukkan bahwa persepsi guru merupakan salah satu aspek yang berkaitan dengan kelelahan emosional, sehingga faktor lain di luar model juga perlu mendapat perhatian dalam memahami kondisi tersebut.