Kebahagiaan Autentik dan Keterikatan Kerja Guru di Sekolah Inklusi

Abstract

Seorang pekerja diharapkan dapat memberikan kontribusi pada organisasinya. Salah satu aspek yang memiliki peranan penting dalam kualitas kontribusi seorang pekerja di tempat kerjanya adalah kebahagiaan. Penelitian ini bertujuan untuk mencari hubungan antara kebahagiaan autentik dan keterikatan kerja pada guru di sekolah inklusi. Hipotesis diuji berdasarkan asumsi bahwa kebahagiaan autentik berkorelasi dengan keterikatan kerja para guru di sekolah inklusi. Responden penelitian ini melibatkan 70 orang guru dari sekolah inklusi di Yogyakarta yang dipilih dengan menggunakan purposive sampling. Rentang usia responden antara 23 – 48 tahun. Data dikumpulkan melalui Authentic Happiness Inventory yang dimodifikasi dari Schueller dan Seligman (2010) dan Peterson (2005), sementara Utrecht Work Engagement Scale (UWES) dikembangkan oleh Schaufeli dan Bakker (2003). Hasil analisis menggunakan teknik korelasi Spearman menunjukkan besarnya koefisien antara variabel kebahagiaan autentik dan keterikatan kerja (r = .439, p = .00 [p < .05]). Hal ini menunjukkan bahwa terdapat hubungan positif yang signifikan antara kebahagiaan autentik dan keterikatan kerja pada guru sekolah inklusi di Yogyakarta, sehingga dapat disimpulkan bahwa semakin tinggi kebahagiaan autentik maka akan semakin tinggi keterikatan kerja yang dimiliki. Hipotesis yang diajukan pada penelitian ini diterima. Kata Kunci: kebahagiaan autentik, keterikatan kerja, guru sekolah inklusi Authentic Happiness and Work Engagement among Teachers in Inclusive School Abstract Employees are expected to provide significant contributions to their organization. One aspects that has an important role in the quality of employees’ contibution at their workplace is happiness. This study aims to explore the relationship between authentic happiness and work engagement of teachers in inclusive schools. The hypothesis to be examined based on the assumption that the authentic happiness correlated with the work engagement of teachers in inclusive school. As many as 70 teachers from inclusive schools in Yogyakarta taken based on purposive sampling. The age of subjects were in the range of 23 – 48 years. Data collected in this study was then analyzed using Authentic Happiness Inventory which modified from Schueller and Seligman (2010) and Peterson (2005), while Utretch Work Engagement Scale (UWES) was developed by Schaufeli and Bakke (2003). The Results of analysis using Spearman’s correlation technique showed the coefficient between the variables (r = .439, p = .000 [p < .05]). This study indicate that there is a significant positive relationship between happiness and work enggagement of teachers in inclusive schools. Furthermore, The higher the happiness, the higher the work engagement they have. The proposed hypothesis in this study is acceptable. Keywords: authentic happiness, teachers of inclusive school, work engagement