Happiness Eudaimonia Honorary Teachers Who Teach In Remote Areas (Talango Island, Sumenep)
Article Sidebar
Main Article Content
Syahnur Rahman
Fattah Hanurawan
Hetti Rahmawati
Immanuel Hitipeuw
Abstract
Abstract
In the world of education, teacher well-being and happiness play a vital role in creating an effective and positive learning environment for students. Teachers who experience a deep sense of satisfaction and fulfillment in their professional duties are more likely to be motivated, engaged, and emotionally invested in the academic growth and success of their students. This study aims to determine the welfare of honorary teachers in a remote area, namely Talango Elementary School, Sumenep. This study uses a phenomenological approach with participants study This are six honorary teachers from S ekolah Dasar Negeri 1 Talango Sumenep. Eudaimonia and teacher happiness are two important aspects that influence job satisfaction and overall well-being in the field of education. There are several factors that contribute to teacher happiness. Teacher job happiness is very important in the successful implementation of educational reform and has a significant impact on their work performance, commitment, and motivation. Teachers who are satisfied and happy in their jobs are more likely to create positive and effective learning experiences for their students. Teachers in remote areas have close relationships with their students, which is beneficial for teacher well-being. Future research can further explore empirical evidence to support the proposed relationship between teacher well-being and student well-being
Downloads
Article Details
Copyright (c) 2024 syahnur rahman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
References
Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education, 30(9), 1-12.
Fanani, Z., & Aji, B. (2012). Gaji Sebulan Hanya Cukup Dimakan Seminggu. Kedaulatan Rakyat. Diambil tanggal 20 Maret, 2015, dari http://www.Gaji Sebulan Hanya Cukup Dimakan Seminggu - Kedaulatan Rakyat Online Yogyakarta.htm.
Flores, M. A. (2019). Unpacking teacher quality: Key issues for early career teachers. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Attracting and keeping the best teachers: Issues and opportunities (pp. 15-38). Singapore: Springer Singapore. DOI: https://doi.org/10.1007/978-981-13-8621-3_2
Hornstra, L., Mansfield, C., van der Veen, I., Peetsma, T., & Volman, M. (2015). Motivational teacher strategies: the role of beliefs and contextual factors. Learning Environments Research, 18(3), 363–392. https://doi.org/10.1007/s10984-015-9189-y DOI: https://doi.org/10.1007/s10984-015-9189-y
Kahneman, D., E. Diener., & N. Schwarz. (1999). Well-being: the foundations of hedonic psychology. Russel sage Foundation. New York.
Kemendikbud. (2021). Statistik Pendidikan Indonesia 2020/2021. Jakarta: Pusat Data dan Teknologi Informasi.
Lam, B. (2019). Social support, well-being, and teacher development. London: Springer. DOI: https://doi.org/10.1007/978-981-13-3577-8
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.) Jossey-Bass.
Mingren, Z., & Shiquan, F. (2018). Rural teacher identity and influencing factors in western china. Chinese Education & Society, 51(2), 91-102. doi:10.1080/10611932.2018.1433410. DOI: https://doi.org/10.1080/10611932.2018.1433410
Muttaqin, T., Wittek, R., Heyse, L., & van Duijn, M. (2020). The achievement gap in Indonesia? Organizational and ideological differences between private and state schools. School Effectiveness and School Improvement, 31(2), 212-242. https://doi.org/10.1080/09243453.2019.1644352 DOI: https://doi.org/10.1080/09243453.2019.1644352
Padilla-Diaz, M. (2015). Phenomenology in educational qualitative research : Philosophy as science or philosophical science ? International Journal of Educational Excellence, 1(2), 101-110. DOI: https://doi.org/10.18562/IJEE.2015.0009
Riyadi, R., & Ghuzini, D. (2022). Ketimpangan pendidikan dan pendapatan serta pengaruhnya terhadap pertumbuhan ekonomi di daerah tertinggal, terdepan dan terluar (3T). Jurnal Kependudukan Indonesia, 16(2), 139-152. https://doi.org/10.14203/jki.v16i2.593 DOI: https://doi.org/10.14203/jki.v16i2.593
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68. DOI: https://doi.org/10.1037//0003-066X.55.1.68
Setiawan, H., & Budiningsih, T. (2014). Psychological well-being pada guru honorer sekolah dasar di kecamatan wonotunggal kabupaten batang. Jurnal Psikologi Pendidikan, Vol. 3(1). DOI: https://doi.org/10.15294/epj.v3i1.9740
Sulisworo, D., Nasir, R., & Maryani, I. (2017). Identification of teachers’ problems in Indonesia on facing global community. International Journal of Research Studies in Education, 6(2), 81-90. DOI: https://doi.org/10.5861/ijrse.2016.1519
Suryani, A., Watt, H. M. G., & Richardson, P. W. (2016). Students’ motivations to become teachers: FIT-Choice findings from Indonesia. International Journal of Quantitative Research in Education, 3(3), 179-203. doi: 10.1504/IJQRE.2016.077802 DOI: https://doi.org/10.1504/IJQRE.2016.077802
Yudha, S. (2001). Perbandingan tingkat kepuasan kerja antara kelompok guru yang berstatus tetap dan kelompok guru yang berstatus honorer. Jurnal Phronesis, Vol.3, No. 5.
