PENGARUH JOB RESOURCES TERHADAP WORK ENGAGEMENT PADA GURU: A SYSTEMATIZED REVIEW
Article Sidebar
Read Counter : 17
Download : 5
Main Article Content
Abstract
An organization cannot function well without adequate human resources. Therefore, it is very necessary for human resources to be proactive, diligent, and high in rescue. This can be called work engagement. Many factors can increase work engagement, one of which is work resources. Previous research reveals that job resources influence work engagement. However, not all research states that work resources can have an effective effect on work engagement. Therefore, this systematic review aims to explore data from several previous research results that discuss the influence of job resources on work engagement in teachers. This literature search used eight databases. From eight databases, 706 articles were found that provided an indication of discussions related to work resources and work involvement in teachers. Of the 706 articles, only 14 articles met the inclusion and exclusion criteria. Quality assessment was also carried out on all included studies. It is known that nine articles fall into the low risk of bias category, and five articles fall into the very low possibility of bias category. The results of the research show that job resources effectively influence the increase in work engagement in teachers. This influence is caused by the nine job resource factors. Schools are advised to pay attention to the quality of existing job resources in order to maintain or increase teacher work engagement.
Sebuah organisasi tidak dapat berfungsi dengan baik tanpa adanya sumber daya manusia yang memadai. Maka dari itu, sangat diperlukan sumber daya manusia yang proaktif, tekun, dan berdedikasi yang tinggi. Hal tersebut dapat disebut sebagai work engagement. Banyak faktor yang dapat meningkatkan work engagement, salah satunya adalah job resources. Penelitian sebelumnya mengungkapkan bahwa, job resources mempengaruhi work engagement. Akan tetapi, tidak semua penelitian menyebutkan bahwa job resources dapat berpengaruh efektif terhadap work engagement. Oleh karena itu, penelitian ini menggunakan metode systematized review. Hal tersebut bertujuan untuk menggali data beberapa hasil penelitian terdahulu yang membahas pengaruh job resources terhadap work engagement pada guru. Pencarian literatur ini menggunakan delapan database. Dari delapan database, ditemukan 706 artikel yang memberikan indikasi pembahasan terkait job resources dan work engagement pada guru. Dari 706 artikel hanya didapatkan 14 artikel yang telah memenuhi kriteria inklusi dan eksklusi. Penilaian kualitas juga telah dilakukan pada semua studi yang disertakan. diketahui bahwa sejumlah sembilan artikel masuk dalam kategori resiko bias yang rendah dan sejumlah lima artikel masuk dalam kategori kemungkinan bias yang sangat rendah. Hasil penelitian menunjukkan bahwa, job resources secara efektif mempengaruhi peningkatan work engagement pada guru. Pengaruh tersebut disebabkan oleh kesembilan faktor job resources. Sekolah-sekolah disarankan untuk dapat memperhatikan kualitas job resources yang ada guna mempertahankan atau meningkatkan work engagement pada guru.
Article Details
References
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115.
Bakker, A. B., & Xanthopoulou, D. (2013). Creativity and charisma among female leaders: The role of resources and work engagement. International Journal of Human Resource Management, 24(14), 2760–2779. https://doi.org/10.1080/09585192.2012.751438.
Barkhuizen, N., Rothmann, S., & Van De Vijver, F. J. R. (2014). Burnout and work engagement of academics in higher education institutions: Effects of dispositional optimism. Stress and Health, 30(4), 322–332. https://doi.org/10.1002/smi.2520.
Bermejo, L., Hernández-Franco, V., & Prieto-Ursúa, M. (2013). Teacher well-being: Personal and job resources and demands. Procedia - Social and Behavioral Sciences, 84, 1321–1325. https://doi.org/10.1016/j.sbspro.2013.06.750.
Bermejo, L., Prieto-Ursúa, M., & Hernández, V. (2016). Towards a model of teacher well-being: Personal and job resources involved in teacher burnout and engagement. Educational Psychology, 36(3), 481–501. https://doi.org/10.1080/01443410.2015.1005006.
Caitlin, A. A., & Rita, M. I. (2020). The role of job resources on work engagement of retail salespeople in dki jakarta. Proceedings of the 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities, 514–521. https://doi.org/10.2991/assehr.k.201209.079.
Cochrane Methods. (n.d). Risk of bias 2 (RoB 2) tool. Cochrane Methods. https://methods.cochrane.org/risk-bias-2.
Dollard, M. F., & Bakker, A. B. (2010). Psychosocial safety climate as a precursor to conducive work environments, psychological health problems, and employee engagement. Journal of Occupational and Organizational Psychology, 83(3), 579–599. https://doi.org/10.1348/096317909X470690.
Fontán, E., García-Señorán, M., Conde-Rodríguez, Á., & González, A. (2019). Teachers’ ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computers and Education, 134, 63–77. https://doi.org/10.1016/j.compedu.2019.02.007.
Gaol, T. (2021). Faktor-faktor penyebab guru mengalami stres di sekolah. Educational Guidance and Counseling Development Journal, 4(1), 17–28. http://dx.doi.org/10.24014/egcdj.v4i1.11781.
Geisler, M., Berthelsen, H., & Muhonen, T. (2019). Retaining social workers: The role of quality of work and psychosocial safety climate for work engagement, job satisfaction, and organizational commitment. Human Service Organizations Management, Leadership and Governance, 43(1), 1–15. https://doi.org/10.1080/23303131.2019.1569574.
Guglielmi, D., Bruni, I., Simbula, S., Fraccaroli, F., & Depolo, M. (2016). What drives teacher engagement: A study of different age cohorts. European Journal of Psychology of Education, 31(3), 323–340. https://doi.org/10.1007/s10212-015-0263-8.
Hakanen, J. J., Bakker, A. B., & Turunen, J. (2021). The relative importance of various job resources for work engagement: A concurrent and follow-up dominance analysis. BRQ Business Research Quarterly, 1–17. https://doi.org/10.1177/23409444211012419.
Irvan, M., Zamralita, & Rita, M. I. (2023). JD-R model: Pengaruh sumber daya, keterikatan kerja, dan tuntutan terhadap kinerja karyawan. Psyche 165 Journal, 16(3), 137–142. https://doi.org/10.35134/jpsy165.v16i3.249.
Jalal, R. N.-U.-D., & Zaheer, M. A. (2017). Does job satisfaction mediate the relationship of workload, remuneration and psychological reward with job performance? International Journal of Academic Research in Business and Social Sciences, 7(9), 64–79. https://doi.org/10.6007/ijarbss/v7-i9/3309.
Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103395.
Juliana, A., Siti Saffardin, F., & Ban Teoh, K. (2021). Job demands-resources model and burnout among penang preschool teachers: The mediating role of work engagement. Annals of the Romanian Society for Cell Biolog, 25(3), 6679–6691.
Junaedi, & Utomo, A. P. (2022, July 21). Viral siswa di mamasa mengadu ke jokowi karena gurunya jarang mengajar, gubernur dan bupati turun tangan. Kompas.com. https://regional.kompas.com/read/2022/07/21/123858978/viral-siswa-di-mamasa-mengadu-ke-jokowi-karena-gurunya-jarang-mengajar?page=all
Kuok, A. C. H., & Taormina, R. J. (2017). Work engagement: Evolution of the concept and a new inventory. Psychological Thought, 10(2), 262–287. https://doi.org/10.5964/psyct.v10i2.236.
Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J., & Kothari, B. (2022). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal, 50(4), 675–685. https://doi.org/10.1007/s10643-021-01182-50.
Murangi, A., Rothmann, S., & Nel, M. (2022). Special education teachers’ job demands-resources profiles and capabilities: Effects on work engagement and intention to leave. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.942923.
Nicuță, E. G., Diaconu-Gherasim, L. R., & Constantin, T. (2022). How trait gratitude relates to teachers’ burnout and work engagement: Job demands and resources as mediators. Current Psychology. 42(34), 30338-30347. https://doi.org/10.1007/s12144-022-04086-8.
Pertiwi, P. I., & Furnamasari, Y. F. (2023). Sikap guru terhadap anak yang malas belajar di kelas. SIMPATI: Jurnal Penelitian Pendidikan Dan Bahasa, 1(3), 125–134. https://doi.org/10.59024/simpati.v1i3.226.
Radarlombok. (2018, April 18). Malas, 10 guru di Lombok Timur terancam dipecat. Radarlombok.co.id. https://radarlombok.co.id/malas-10-guru-di-lombok-timur-terancam-dipecat.html.
Rostiana, & Lie, D. (2019). Global journal of business and social science review multi-dimensional individual work performance: Predictors and mediators. Global Journal of Business and Social Science Review, 7(1), 54–60.
Rousseau, D. S., Morin, A. J. S., Fernet, C., Blechman, Y., & Gillet, N. (2023). Teachers’ profiles of work engagement and burnout over the course of a school year. Applied Psychology. 73(1), 57-92. https://doi.org/10.1111/apps.12465.
Saraswati, K. D. H., & Lie, D. (2021). Work engagement and turnover intention: The moderating effect of organizational justice. International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021), 58–65. https://doi.org/10.2991/assehr.k.210805.009.
Schaufeli, W., & Bakker, A. (2022). A critical assessment of the concept and its measurement. In, Handbook Of Positive Psychology Assessment. (pp. 273-295) Hogrefe.
Schaufeli, W., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness studies, 3, 71-92. https://doi.org/10.1023/A:1015630930326.
Skaalvik, E. M., & Sidsel, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251–1275. https://doi.org/10.1007/s11218-018-9464-8.
Toyama, H., Upadyaya, K., & Salmela-Aro, K. (2022). Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration. European Management Journal, 40(5), 809–818. https://doi.org/10.1016/j.emj.2021.10.003.
Veirissa, A. H. (2021). Kualitas guru di Indonesia. Prosiding Seminar Nasional Pascasarjana, 4(1), 267–272.
Wang, J., Wang, Y., Zhu, N., & Qiu, J. (2022). Special education teachers’ emotional intelligence and its relationships with social support, work engagement and job performance: A job demands-resources theory’s perspective. International Journal of Developmental Disabilities. https://doi.org/10.1080/20473869.2022.2149893.
Zulhasmi, R. F., Zamralita, Z., & H Saraswati, K. D. (2021). The influences of psychological capital and job resources towards work engagement. Proceedings of the International Conference on Economics, Business, Social, and Humanities, 1154–1159. https://doi.org/10.2991/assehr.k.210805.181.
Zúñiga, S., Moreno-Jiménez, B., Garrosa, E., Blanco-Donoso, L. M., & Carmona-Cobo, I. (2020). Personal resources and personal vulnerability factors at work: An application of the Job Demands-Resources model among teachers at private schools in peru. Current Psychology, 39(1), 325–336. https://doi.org/10.1007/s12144-017-9766-6.