Improving quality of life and psychological well-being and reducing work stress in inclusive-education teachers using kebersyukuran training (gratitude training)

Abstract

This research examined the effect of kebersyukuran training (gratitude training) on improving the quality of life and psychological well-being and reducing the stress of teachers in inclusive schools. The hypothesis of this study is that quality of life and psychological well-being in the group treated will be higher than in the untreated group, while the level of work stress in the group treated with gratitude training will be lower than the untreated group. The design of this research is using the untreated control group design with pretest and posttest dependent by adding the follow-up. Survey respondents as many as 14 people, divided into 7 in the experimental group and 7 in the control group. This study uses the quality of life measurement tool developed by WHO, a psychological well-being scale with reference to the theory developed by Ryff (1989), as well as Fimian’s (1988) Teacher Stress Inventory (TSI). Gratitude training modules are based on three aspects (Al-Munajjid, 2006; Al-Jawziyya, 2010): intention (liver), speech (oral), and action (limbs). Data were analyzed using mixed design analysis variance to see the difference in scores in the group (pretest, posttest and follow-up), as well as the difference in scores between groups (experimental and control). The results of data analysis showed a significant difference in scores at pretest, posttest and follow-up between the two groups for the quality of life and work stress variable, and nonexistent differences for psychological well-being variable.