Abstract
A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.
Highlights
Based on the Law of the Republic of Indonesia Number 20 of 2003 [1], the national education system is an integrated component of education to achieve the goals of national education
It is known that the role of teaching experience can affect the relationship between the closeness of the teacher-student relationship and the teacher subjective well-being at the middle school level. Based on these past studies, this study aims to find out whether the role of teaching experience can strengthen or weaken the impact of teacher-student relationship to the teacher subjective wellbeing at the middle school level
There is a significant and positive correlation between teaching experience and teacher subjective well-being. These results indicate that if there is an increase in teaching experience, it will be accompanied with the increase of teacher subjective well-being
Summary
Based on the Law of the Republic of Indonesia Number 20 of 2003 [1], the national education system is an integrated component of education to achieve the goals of national education. As one among stakeholders of education who contributes to the achievement of educational goals, the role of the teacher is considered very important [2] They must guide and accompany their students so that students can actively actualize their potential following the national values of Pancasila and the Law of the Republic of Indonesia. The impact of this important role is that teachers are often faced with the challenges of how to create the best learning environment so that students get the best learning outcomes. Teachers must nurture students to have good study skills and life skills, have high competitiveness, and be able to face challenges to achieve various advances in their lives
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