Pengaruh Spritual Well-Being Terhadap Burnout Pada Guru TK dengan Self-Efficacy sebagai Variabel Mediasi

Abstract

Burnout pada guru Taman Kanak-Kanak (TK) menjadi isu penting karena tingginya tuntutan emosional dan administratif dalam pendidikan anak usia dini. Spiritual well-being dan self-efficacy dipandang sebagai sumber daya psikologis yang berpotensi melindungi guru dari kelelahan kerja. Penelitian ini bertujuan untuk menganalisis pengaruh spiritual well-being terhadap burnout dengan selfefficacy sebagai variabel mediasi pada guru TK di Kabupaten Labuhanbatu Utara. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei. Populasi penelitian berjumlah 548 guru TK, dengan sampel sebanyak 200 responden. Data dikumpulkan melalui kuesioner daring menggunakan Spiritual Well-Being Scale (SWBS), Maslach Burnout Inventory (MBI), dan skala self-efficacy. Analisis data dilakukan menggunakan Partial Least Squares-Structural Equation Modeling (PLS-SEM) dengan program JASP 0.19.3.0. Hasil penelitian menunjukkan bahwa spiritual well-being tidak berpengaruh signifikan terhadap burnout (β = 0,027; p = 0,776), dan self-efficacy juga tidak berpengaruh signifikan terhadap burnout (β = - 0,112; p = 0,234). Namun, spiritual well-being berpengaruh positif dan signifikan terhadap self-efficacy (β = 0,663; p < 0,001). Selain itu, tidak ditemukan pengaruh tidak langsung yang signifikan melalui self-efficacy (β = 0,052; p = 0,074), sehingga jalur mediasi tidak terbukti. Secara umum, spiritual well-being, selfefficacy, dan burnout berada pada kategori sedang, yang menunjukkan bahwa kondisi responden berada pada tingkat moderat, belum mengalami masalah serius, namun juga belum optimal. Burnout among kindergarten (TK) teachers is an important issue due to the high emotional and administrative demands in early childhood education. Spiritual well-being and self-efficacy are considered psychological resources that may help protect teachers from work-related exhaustion. This study aims to analyze the effect of spiritual well-being on burnout, with self-efficacy as a mediating variable, among TK teachers in North Labuhanbatu Regency. This research employed a quantitative approach with a survey design. The population consisted of 548 TK teachers, with a sample of 200 respondents. Data were collected through online questionnaires using the Spiritual Well-Being Scale (SWBS), Maslach Burnout Inventory (MBI), and a self-efficacy scale. Data analysis was conducted using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with JASP 0.19.3.0. The results showed that spiritual well-being did not have a significant effect on burnout (β = 0.027; p = 0.776), and self-efficacy also did not have a significant effect on burnout (β = -0.112; p = 0.234). However, spiritual well-being had a positive and significant effect on self-efficacy (β = 0.663; p < 0.001). In addition, no significant indirect effect was found through self-efficacy (β = 0.052; p = 0.074), indicating that the mediation effect was not supported. Overall, spiritual well-being, self-efficacy, and burnout were at a moderate level, indicating that respondents were in a moderate condition—neither experiencing severe problems nor being in an optimal state.