Conceptual Model of Teachers’ Work Engagement: A Literature Review [Model Konseptual Keterikatan Kerja Guru: Reviu Literatur]

  • Soeprapto Universitas Airlangga
  • Wiwin Hendriani Universitas Airlangga
Abstract Views: 686 times
PDF - Full Text Downloads: 598 times
Keywords: work engagement, keterikatan kerja, teacher, guru, review, reviu

Abstract

Being a teacher was not as simple as initially thought, not only as a profession but also as a role with great responsibility within. The aim of this study was to construct a conceptual model of teachers’ work engagement in a school setting by reviewing several literatures. The articles were obtained from three journal databases, namely: (1) Science Direct; (2) Springer Link; (3) and Portal Garuda, with the limitation of being published in the recent 10 years of the time of this study (2009 - 2019). The initial search resulted in 789 articles which were then selected by using inclusion and exclusion criteria to obtain four articles (N = 4) employing quantitative approach as the final result. Based on the review, several variables had significant correlation to teachers’ work engagement. These variables were then grouped as antecedent and consequence variables. The conceptual model of teachers’ work engagement in this study was expected to be beneficial as consideration in managing education.

 

Menjadi seorang guru tidak semudah yang dibayangkan, tidak hanya sebagai sebuah profesi tetapi juga sebagai suatu peran yang mengemban tanggung jawab yang besar. Studi ini bertujuan untuk mendapatkan gambaran model konseptual work engagement pada guru dalam situasi sekolah dengan menelaah sejumlah literatur. Adapun jurnal yang digunakan dalam studi ini dikumpulkan melalui tiga pangkalan data jurnal, yaitu: (1) Science Direct; (2) Springer Link; dan (3) Portal Garuda, dengan batasan penerbitan 10 tahun terakhir waktu pelaksanaan studi ini (2009 - 2019). Hasil pencarian awal menemukan 789 artikel yang selanjutnya diseleksi melalui kriteria inklusi dan eksklusi sehingga diperoleh empat artikel (N = 4) yang semuanya berlandaskan pendekatan kuantitatif. Hasil telaah mengungkap sejumlah variabel yang memiliki hubungan yang signifikan terhadap work engagement guru. Selanjutnya, sejumlah variabel ini digolongkan sebagai antecedent variables dan consequence variables. Model konseptual work engagement guru ini diharapkan dapat menjadi pertimbangan dalam pengelolaan pendidikan.

Downloads

Download data is not yet available.

References

Bakker, A. B., Demerouti, E., & Vergel, A. I. S. (2014). Burnout and work engagement: The JD-R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1(March), 389-411. https://doi.org/10.1146/annurev-orgpsych-031413-091235

Balducci, C., Fraccaroli, F., & Schaufeli, W. B. (2010). Psychometric properties of the Italian version of the Utrecht Work Engagement Scale (UWES-9). European Journal of Psychological Assessment, 26(2), 143-149. https://doi.org/10.1027/1015-5759/a000020

Fraccaroli, F., & Schadee, H. M. (1993). L'analisi fattoriale confermativa applicata al General Health Questionnaire. Una comparazione della versione inglese e italiana [Confirmatory factor analysis applied to the General Health Questionnaire: A comparison of the Italian and English versions]. Giornale Italiano di Psicologia, 20(2), 319-338. https://psycnet.apa.org/record/1994-85098-001

Goldberg, D. (1992). General Health Questionnaire (GHQ-12). NFER-Nelson.

Kulophas, D., Ruengtrakul, A., & Wongwanich, S. (2015). The relationships among authentic leadership, teachers’ work engagement, academic optimism and school size as moderator: A conceptual model. Procedia - Social and Behavioral Sciences, 191(June), 2554-2558. https://doi.org/10.1016/j.sbspro.2015.04.298

Leiter, M. P., & Maslach, C. (2004). Areas of worklife: A structured approach to organizational predictors of job burnout. In P. Perrewé, & D. C. Ganster (Eds.), Research in occupational stress and well-being: Emotional and physiological processes and positive intervention strategies (vol. 3) (pp. 91-134). JAI Press/Elsevier. https://doi.org/10.1016/S1479-3555(03)03003-8

Li, M., Wang, Z., Gao, J., You, X. (2015). Proactive personality and job satisfaction: The mediating effects of self-efficacy and work engagement in teachers. Current Psychology, 36, 48-55. https://doi.org/10.1007/s12144-015-9383-1

Llorens-Gumbau, S., & Salanova-Soria, M. (2014). Loss and gain cycles? A longitudinal study about burnout, engagement and self-efficacy. Burnout Research, 1(1), 3-11. https://doi.org/10.1016/j.burn.2014.02.001

Man, G. S., & Hadi, C. (2013). Hubungan antara perceived organizational support dengan work engagement pada guru SMA swasta di Surabaya [The relationship between perceived organizational support and work engagement on private senior high school teachers in Surabaya]. Jurnal Psikologi Industri dan Organisasi, 2(2), 90-99. http://journal.unair.ac.id/JPIO@hubungan-antara-perceived-organizational-support-dengan-work-engagement-pada-guru-sma-swasta-di-surabaya-article-6849-media-50-category-10.html

Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). The Maslach Burnout Inventory manual (3rd ed.). Consulting Psychologists Press. https://www.researchgate.net/profile/Christina_Maslach/publication/277816643_The_Maslach_Burnout_Inventory_Manual/links/5574dbd708aeb6d8c01946d7.pdf

O’Driscoll, M. P., & Beehr, T. A. (1994). Supervisor behaviors, role stressors and uncertainty as predictors of personal outcomes for subordinates. Journal of Organizational Behavior, 15(2), 141-155. https://doi.org/10.1002/job.4030150204

Perrone, V., & Chiacchierini, C. (1999). Fiducia e comportamenti di cittadinanza organizzativa: Un’indagine empirica nella prospettiva della rete degli scambi sociali [Trust and organizational citizenship behaviors: An empirical investigation in the perspective of the network of social exchanges]. Economia & Management, 4, 87-100.

Préville, M., Boyer, R., Potvin, L., Perrault, C., Légaré, G. (1992). La détresse psychologique: Détermination de la fiabilité et de la validité de la mesure utilisée dans l’enquête Santé Québec [Psychological distress: Determining the reliability and validity of the measure used in the Quebec Health Survey]. Les Cahiers de Recherche, Enquête Santé Québec 87. http://www.santecom.qc.ca/Bibliothequevirtuelle/santecom/35567000006905.pdf

Schaufeli, W. B., & Bakker, A. B. (2004). Utrecht Work Engagement Scale preliminary manual [version 1.1, December 2004]. Utrecht University - Occupational Health Psychology Unit. https://www.wilmarschaufeli.nl/publications/Schaufeli/Test%20Manuals/Test_manual_UWES_English.pdf

Schaufeli, W. B., & Bakker, A. B. (2010). Defining and measuring work engagement: Bringing clarity to the concept. In A. B. Bakker, & M. P. Leiter (Eds.), Work engagement: A handbook of essential theory and research (pp. 10-24). Psychology Press. https://psycnet.apa.org/record/2010-06187-002

Schaufeli, W. B., Salanova, M., González-Romá, & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample Confirmatory Factor Analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://link.springer.com/article/10.1023/A:1015630930326

Seibert, S. E., Crant, J. M., & Kraimer, M. L. (1999). Proactive personality and career success. Journal of Applied Psychology, 84(3), 416-427. https://doi.org/10.1037/0021-9010.84.3.416

Simbula, S., & Guglielmi, D., (2013). I am engaged, I feel good, and I go the extra-mile: Reciprocal relationship between work engagement and consequences [Me implico, me siento bien y me esfuerzo al máximo: Las relaciones recíprocas entre engagement en el trabajo y consecuencias]. Journal of Work and Organizational Psychology, 29(3), 117-125. https://doi.org/10.5093/tr2013a17

Skaalvik, E. M., & Skaalvik, S. (2013). Teachers’ perception of the school goal structure: Relations with teachers’ goal orientation, work engagement, and job satisfaction. International Journal of Educational Research, 62, 199-209. https://doi.org/10.1016/j.ijer.2013.09.004

Timms, C., & Brough, P. (2012). “I like being a teacher”: Career satisfaction, the work environment and work engagement. Journal of Educational Administration, 51(6), 768-789. https://doi.org/10.1108/JEA-06-2012-0072

Trépanier, S. -G., Fernet, C., Austin, S., Forest, J., & Vallerand, R. J. (2013). Linking job demands and resources to burnout and work engagement: Does passion underlie these differential relationships? Motivation and Emotion, 38, 353-366. https://doi.org/10.1007/s11031-013-9384-z

Trépanier, S. -G., Fernet, C., Austin, S., & Ménard, J. (2015). Revisiting the interplay between burnout and work engagement: An Exploratory Structural Equation Modeling (ESEM) approach. Burnout Research, 2(2-3), 51-59. https://doi.org/10.1016/j.burn.2015.04.002

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall job satisfaction: How good are single-item measures? Journal of Applied Psychology, 82(2), 247-252. https://doi.org/10.1037/0021-9010.82.2.247

Weiss, D. J., Dawis, R. V., England, G. W., & Lofquist, L. H. (1967). Manual for the Minnesota Satisfaction Questionnaire. University of Minnesota Industrial Relations Center. http://vpr.psych.umn.edu/sites/vpr.dl.umn.edu/files/monograph_xxii_-_manual_for_the_mn_satisfaction_questionnaire.pdf

Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relationship between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74(3), 235-244. https://doi.org/10.1016/j.jvb.2008.11.003
Published
2021-01-25
How to Cite
Soeprapto, & Hendriani, W. (2021). Conceptual Model of Teachers’ Work Engagement: A Literature Review [Model Konseptual Keterikatan Kerja Guru: Reviu Literatur]. ANIMA Indonesian Psychological Journal, 36(1). https://doi.org/10.24123/aipj.v36i1.2194