Kesejahteraan minda guru program pendidikan khas integrasi (PPKI) masalah pembelajaran
List of Authors
  • Loo Shi Yao , Mohd Mokhtar Tahar

Keyword
  • Kesejahteraan minda, Guru PPKI, Murid Berkeperluan Khas, Masalah pembelajaran

Abstract
  • Guru merupakan tunjang penting dalam mendidik dan membentuk akhlak dan sahsiah anak murid. Kesejahteraan minda guru pendidikan khas sering terpengaruh terutamanya semasa berdepan dengan karenah murid berkeperluan khas yang tidak dapat dikawal. Kajian ini bertujuan meninjau kesejahteraan minda guru Program Pendidikan Khas Integrasi Masalah Pembelajaran (GPKMP) dari daerah Petaling Utama, Selangor berdasarkan faktor demografi jantina dan pengalaman mengajar. Kajian ini menggunakan pendekatan kuantitatif melalui kaedah tinjauan keratan rentas. Model kesejahteraan psikologikal Ryff (1995) telah dipilih dan diadaptasi mengikut keperluan kajian. Satu set soal selidik versi terjemahan telah diadaptasi daripada skala Depression, Anxiety, Stress (DASS-21 Short Form) dengan nilai pekali Alpha Cronbach α = 0.948 telah diedarkan kepada responden secara dalam talian. Seramai 140 orang GPKMP direkrut melalui persampelan rawak mudah. Perisian Statistical Package for Social Sciences (SPSS) versi 26 telah diguna pakai untuk menjalankan proses menganalisis dapatan data. Hasil analisis deskriptif menunjukkan bahawa guru pendidikan khas mempunyai tahap kesejahteraan minda dari segi tekanan dan kemurungan yang normal dan juga tahap keresahan yang ringan. Justeru itu, dapatan analisis Ujian Mann Whitney U mendapati tidak terdapat perbezaan skor kesejahteraan minda berdasarkan faktor jantina. Dapatan analisis Kruskal Wallis turut melaporkan tidak terdapat perbezaan signifikan antara kesejahteraan minda dengan pengalaman mengajar. Dengan ini dapat dirumuskan bahawa faktor demografi jantina dan pengalaman mengajar tidak memberi kesan terhadap kesejahteraan minda responden. Langkah pencegahan perlu diambil oleh pelbagai pihak yang terlibat agarnya kesejahteraan minda guru dapat dikekalkan pada tahap yang baik. Pengalaman emosi positif dan keperluan kesejahteraan dalam kalangan guru wajar dipelihara dan dipertingkatkan sebelum ia menjelma menjadi isu yang membimbingkan.

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