Professional Documents
Culture Documents
STRUCTURAL EQUATION MODELING (SEM) :
TEACHER BURNOUT AND SELF ESTEEM IN TANGERANGS
JUNIOR HIGH SCHOOL TEACHERS
RILLA SOVITRIANA, FEBI HERDAJANI, AZIZ SUDARMO AND
ANOESYIRWAN MOEINS
Abstract: This study aims to test the theoretical model of social support, job
satisfaction and interpersonal communications influence to burnout, with self-
esteem as the mediator in junior high school teachers in South Tangerang. The
total respondents were 287 teachers in South Tangerang area. The study is using
purposive sample, with non-probability sampling. Data analysis is using SEM
(Structural Equation Model) Lisrel (Linear Structural Relationship) program 8.72.
The hypothesis concludes theoretical model of social support, job satisfaction
and interpersonal communications influence to burnout with self-esteem as
mediator, fit with empirical data. Practical suggestion is, teachers should obtain
social support, job satisfaction and interpersonal communication to avoid the
burnout.
Summary
A. Background of the Problem
Law No. 14/2005 about Teachers and Lecturers, article 35 paragraph (2) states
that the workload of a teacher is at least twenty-four hours and maximum forty
hours face-to-face session in a week. The rule then reaffirmed through Government
Regulation No. 74/2008 about Teachers, article 52 paragraph (1) that the workload
of a teacher includes main activities; such as (a) preparing learning plan, (b)
implement learning plan, (c) assess learning outcomes, (d) guide and train students,
and (e) implement additional tasks attached to the main activities in accordance
with the teachers workload.
Apparently, teacher is a profession with heavy responsibilities. Teachers also
interact with large numbers of students, parents, fellow teachers, and principals
whom each have different problems and demands. The responsibility as an educator
requires teachers to understand the values and norms in the community. With a
good understanding of the values and norms, teachers can become role models and
students and community will identify with them. Next, teachers are responsible to
assist students to learn something new, to develop and train competence to optimally
enhances it. As a mentor, teachers are in charge of formulating objectives and
methods in the learning process according to students capacity and need. The
burden of aforementioned problems and its pressure can be a stressor for teachers.
According to a study, the stress experienced by individuals or teachers whose work
is in direct contact with another humans as their recipients of service, is termed
burnout (Maslach and Jackson in Cooper et al., 1996). Symptoms of burnout
appear in the form of frustration, apathy towards the job; leashed by the job,
cynical attitude towards students, dissatisfied with own self and frequently skip
work for various reasons.
We can look at the data as a result of research from World Bank and Harvard
University in 2004 that shows teachers attendance level in eight developing countries,
including Bangladesh, Ecuador, India, Indonesia, Peru, Papua New Guinea, Zambia
and Uganda. In average, the absence rate of elementary school teachers in rural
areas at these countries is at 19%. In Indonesia, in 2008 the absence rate of elementary
school teachers reached 14%. This absence rate of teachers in Indonesia is
considerably high and needs to be lowered because of its negative impacts on the
various education costs burden, the decline of school discipline and the disruption
of students learning process and learning performance.
Burnout and stress are two concepts with different meanings. Stress occurs
when there is an imbalance between demands from its environment and available
resources of an individual. On the other hand, burnout occurs from ongoing
adaptation process to the disruption arising from long-term imbalance (Brill, in
Cooper et al., 1996). In addition, the effects from stress and burnout are also
different. Burnout not only will bring negative effects such as decreased desire for
self-achievement but also negative behavior. On the other hand, stress is not only
has negative effect but also positive effect. The positive effect of stress is eustress
where the stress experienced by an individual is modified into a positive impulse to
bring a change into better direction. Distress and burnout are intertwined; distress
can lead individuals to burnout. Friesen (1986) reported that work related stress is
a significant predictor for teachers burnout.
Research on teachers in Indonesia shows the result that 30.27% experienced a
serious work related stress (high and very high), 48.11% experienced moderate
work related stress and 21.62% of teachers experienced less serious stress
(Arismunandar, 1997). Various evidences from researches show that the occurrence
of burnout is caused by various workloads combined with lack of personal control,
inadequate rewards, lack of justice, and conflicting values. The main aspect of
burnout is the increased feeling of emotional fatigue. This can happen to teachers
as professionals with high-risk of chronic work related stress and feelings of failure
due to excessive demand with inadequate rewards (Maslach & Jackson, 1981, Maslach
and Leiter, 1999; Napitupulu, 2002).
Incidences of burnout among teachers bring out myriad of problems for teaching
profession. In addition, teachers with burnout are proven to bring negative impact
on themselves and their students achievement. Finally, a teacher with burnout
pays no attention to the quality of its students education.
More often than not, the pressure to improve students achievement is the
responsibility of the teacher. This pressure adds to existing stress and tension of
the profession (Maslach, Jackson, & Leiter, 1996). As a symptom of teachers with
increased burnout, the students will also experience emotional fatigue. Burnout
STRUCTURAL EQUATION MODELING (SEM) 165
teachers are more likely to criticize students. Teachers with high burnout rates are
less effective in teaching because this can be detrimental to students (Maslach &
Leiter, 1996).
In this study, other variables are also used such as social support, job satisfaction,
interpersonal communication and self-esteem. Later, we will discuss predictor
variables that affect burnout, one by one. One of them is social support needed by
teachers in school. The sources for social support are from superiors, co-workers,
spouses and friends as well as other forms of social support such as the willingness
to listen, provide attention and direct or tangible assistance such as suggestion or
advice. Without social support, a teacher will experience prolonged work related
stress that eventually resulted in burnout. Social support makes the individual
confidents that they are loved and appreciated, therefore reduces burnout symptoms
experienced. On the other hand, the lack of social support can create tension and
increase the chance of burnout on individuals.
Burnout can directly or indirectly affect the quality of work life in school.
According to the researchers, school administrators should be careful about teachers
condition because it is not only related to teachers burnout and job satisfaction,
but also related to how to improve the quality of work life in school. Other
consequences of burnout may come in the form of reduced work satisfaction. It
means that an individual psychological symptom such as burnout can has negative
effect that it decreases that individuals level of job satisfaction therefore increased
their level of absence and increased their negligence in work (Sitohang, 2004).
There will also a strong tendency to quit the job.
Another factor that could minimize the tendency for burnout is interpersonal
communication skill. Teachers successful attempt on interpersonal communication
depends on many aspects, including affection, confidence, self-control, the use of
good language and open-mindedness. Similarly, social support, job satisfaction and
interpersonal communication require high level of self-esteem to have positive
consequences, while low level of self-esteem has the opposite effect. Every teacher
with self-esteem believes they are important, despite being in a school and their
profession as an educator. They want to be treated as a person with high dignity
and have their good personality appreciated. Based on the results of various
researches mentioned above, the author is interested to create a more diverse
model of theoretical research as one of novelties in research on teacher burnout,
and various variable functions such as social support, job satisfaction, interpersonal
communication and self-esteem as the novelty will be discussed more in detail on
next chapters. Similarly, the use of SEM is a novelty in this study. In addition, the
authors are interested to discuss and study about the occurrence of burnout on
junior high school teachers in South Tangerang.
First of all, junior high school teachers are selected as subject of the study
because teachers at this level are the ones having most burdens before national
exam (UN). The National Exam is a phantom for both teachers and schools. This
is because when many students fail the exam, the teacher will be reprimanded by
the principal. For the school, the National Exam is a phantom because when a lot
of students fail to graduate, then the schools name will be smeared and it will be
166 RILLA SOVITRIANA, FEBI HERDAJANI, AZIZ SUDARMO AND et al.
summoned to Diknas to be held accountable. All of these caused the tiredness on
teachers, both physically exhausted and emotional fatigue which are the symptoms
of psychological syndrome from burnout.
Therefore, on the basis of above-mentioned considerations and problems, this
research is an extension and elaboration of a number of pre-existing researches.
This study also conducts tests by using other variables in the hope that it will
provide additional empirical evidence from previous studies on the process of teacher
burnout. Thus the above phenomenon can be used as one of the criteria to assess a
novelty of a study. Various predictor variables will also be a novelty with a more
detailed discussion in the next chapters.
B. Research Objective
Based on the formulation of the problem, research objectives are:
1. To test the theoretical model of social support, job satisfaction and
interpersonal communication influence on burnout with self-esteem as
mediator, fit with empirical data
2. To test the influence of social support on burnout with self-esteem as
mediator.
3. To test the influence of job satisfaction on burnout with self- esteem as
mediator.
4. To test the influence of interpersonal communication to burnout with self-
esteem as mediator.
5. To test the influence of self-esteem on burnout
C. Research Benefits
Results of this study are expected to provide benefits or becoming significant input
for various parties with details as follow:
1. Theoretical benefits:
a. The results of this study can provide input or improve the knowledge of
general public working in education, especially educational psychology.
b. The results of this study can open up opportunities for other researchers to
further deepen the study of educational psychology in relation to other
fields, such as educational psychology of special school.
c. The results of this study contribute so that future researchers can improve
the study in accordance with the fields needs and research subjects in
order to learn from various outcomes of the study.
2. Practical Benefits:
a. The results of this study can provide input and information for relevant
agencies (schools) in order to obtain a picture about burnout in teachers.
b. The results of this study can become new breakthrough and strategy for
the development of teachers in the future.
c. The results of this study can provide new evaluation and strategy to
encounter burnout among teachers.
STRUCTURAL EQUATION MODELING (SEM) 167
D. Theoretical Review
Burnout is a psychological tension syndrome when an individual in condition with
high emotional engagement demand for long and continuous periods. Teachers
burnout takes place when there is imbalance between resources available and excessive
demands. The burnout teachers are overwhelmed by a strong feeling that they
cannot achieve the success and always struggling with past failures.
The author chooses to take teachers profession as research sample because it
has tasks with aspects that potentially cause stress, for example disciplinary
enforcement, students apathy, conflicts of interest with parents, and lack of support
from the school. The consequences of prolonged and continuous stress may result
in burnout appearing in the form of physical symptoms such as emotional difficulties,
headaches or increased absenteeism among teachers (Deeter 1997).
Another finding shows a sample of 63 people with 41 male and 22 female. Work
stress measurement done using Burnout Inventory from Maslach with reliability
0,982. The study result proves that there is significant correlation between social
support and work stress level. Social support from co-workers also has potential to
cause burnout.
The surprising facts of various research results, that the occurrence of burnout
are among people who are passionate, energetic, ambitious, and have a strong
principle to avoid failure and a worker figure. (Shirom, 1989, Rosse, Boss, Johnson,
and Crown, 1991) that burnout is associated with theoretically and empirically
structured attributes of self-esteem.
To summarize, the author present theoretical model of the relationship among
variables. The relationship between variables tested in the study can be illustrated
by a model as follows:
IF
EF
JOB
SATISFACTION
KD IF
ES
AS SELF
SOCIAL BURNOUT
SUPPORT ESTEEM
IS
ISU
PE EE PC
INTERPERSONAL
COMMUNICATION
OP EM SU PA SI
Figure 1: Theoretical Model
Source: authors analysis
168 RILLA SOVITRIANA, FEBI HERDAJANI, AZIZ SUDARMO AND et al.
E. Research Hypothesis
Based on literature review at the end of Chapter II, there is one major hypothesis
and four minor hypotheses tested in the study. The hypotheses are as follows:
1. Theoretical model of social support, job satisfaction and interpersonal
communication affect the burnout with self-esteem as a mediator.
When the theoretical model fit, study continued by testing the hypotheses
of structural equation of each variable in the model, namely:
2. There is significant social support effect on burnout through self-esteem.
3. There is significant job satisfaction effect on burnout through self-esteem.
4. There is significant interpersonal communication effect on burnout through
self-esteem.
5. There is a direct influence of self-esteem on burnout.
F. Research Methods
1. Population
The populations of the study are junior high school teachers located in Tangerang
area, in a number of 500 people. The total number of samples is 287 respondents.
2. Sampling Research
The study used a purposive sample that is, individuals are selected based on
consideration can provide data or information to achieve research objectives.
The reason for this sampling method is consideration that not every junior
high school teachers are willing to be examined.
3. Data Analysis
Data processing uses Lisrel program version 8.7 with Structural Equation Model
(SEM).
G. Research Instruments
Data collection uses five instruments in the form of Likert scale with various answer
choices consisting of social support scale, job satisfaction scale, interpersonal
communication scale, self-esteem scale, and teacher burnout scale. Study instrument
using Likert scale with five alternative answers is very appropriate, appropriate,
quite appropriate, less appropriate, and not appropriate. As for the teacher burnout
scale consists of seven alternative answers.
STRUCTURAL EQUATION MODELING (SEM) 169
H. Result and Discussion
1. Result
Hybrid Model/Theoretical Model
Figure 2: Hybrid Model (Study Theoretical Model)
2. Discussion
Based on these results, the discussion to clarify and support the study conclusions
are described as follows:
1. Effect of social support on burnout through self-esteem.
Burnout is a syndrome that contains physical, emotional, mental fatigue
symptoms with feelings of low self-esteem resulting from prolonged stress,
therefore a reaction is needed to encounter it otherwise physical and psychological
disorders will appear. In dealing with pressing problems, individuals need social
support. In giving social support, coworkers have the potential to cause burnout
(Caputo, 1991; Cherniss, 1980; Pines and Aronson, 1989; Maslach, 1982).
According to Caplan, social support that could help the individual in coping
with stress, can be (1) aids that could drive psychological ability and overcome
emotional disturbance, (2) individual helps to perform the tasks of said
individuals who are experiencing stress, (3) other individuals provide material
assistance such as money, equipment, skills, and cognitive direction to develop
the ability to cope with stress. This explanation reinforces the results of this
study that the effect of social support on burnout with self-esteem as mediator
is positive and significant. Social support received by teachers from school
principals, peers/colleagues and family could help to assists teachers in dealing
with stressful situations and reduce the adverse effects of events. Good social
support can provide a sense of comfort to the teacher, the feeling of help to
170 RILLA SOVITRIANA, FEBI HERDAJANI, AZIZ SUDARMO AND et al.
alleviate the tasks of his job, give advice, and feel appreciated for the results of
his efforts, thus generating energy for the teachers to deal with events at school
environment.
2. Effect of job satisfaction on burnout through self-esteem.
A person who experiences burnout often reports reduced job satisfaction, physical
complaints, especially fatigue, and cognitive performance impairment (Maslach,
Schaufeli, & Leiter, 2001; Schaufeli & Enzmann, 1998; Schmidt, Neubach, &
Heuer, 2007; Taris, 2006; Dam, Keijers, Verbraak, Eling, & Becker, 2012).
Similarly, teachers with burnout will feel dissatisfied at work and experience
various physical complaints that will ultimately hinder their teaching. This
explanation reinforces the results of the study that effect of job satisfaction on
burnout with self-esteem is positive and significant. The findings also support
the results of Low et al. (2001) which suggest that the higher the intrinsic
factor the lower the burnout will be. Similarly, extrinsic factors of job satisfaction,
excessive workload, number of individuals to teach (overcrowded class),
responsibility, work routines, and administrative work that goes beyond
individual capacity and capability. These are factors for burnout incidence.
The presence of various demands of tasks and responsibilities requires high
concentration, and if the teacher is not capable to handle it well, they will
cause burnout which later creates a feeling of dissatisfaction at work and on
their work.
If teachers feel important, valuable and influential then they will experience
job satisfaction as a teacher because they are successful in their work and the
results are optimal. Satisfaction or dissatisfaction achieved at job is one of the
consequences. Achieving job satisfaction puts a person into a balanced state or
a state of actual ideal self-gap absence (Higgins, 1987)
A person with a high self-esteem will see himself as valuable, capable and
acceptable. People with low self-esteem do not feel good about themselves
(Kreitner and Kinicki2003). If teachers feel important, valuable and influential
then they will experience job satisfaction as a teacher because they are successful
in their work and the results are optimal thus reducing the occurrence of
burnout.
3. Effect of interpersonal communication on burnout through self-esteem
In the end teachers has tough task so every year plenty of teachers feel unable
to continue their work. The results of a large number of studies on this subject
show that some teachers experience exhaustion or fatigue during their careers
(Albertson & Kagan, 1987; Burke & Greenglass, 1991; Friedman, 1996; Merseth,
1992; Van Horn & Van Dierendonck, 1998). Blase (1986) and Huston (1989)
said that in the United States burnout teachers have been the topic of national
concern (affirmed in 1991 American literature survey by Farber) concluding
that about 5% to 20% of all teachers in the United States will experience
burnout at a certain moment in their career. Teachers who fail to cope with
stress tend to psychologically avoid or withdraw from their work. The problem
with this is if later the body cannot rebuild its ability to cope with stress.
STRUCTURAL EQUATION MODELING (SEM) 171
According to Leatz and Stolar 1993 if stressful conditions take place over long
periods of time with sufficiently high intensity, characterized by physical fatigue,
emotional fatigue, and mental fatigue, as the result the teacher will experience
burnout symptoms.
As a learner, teachers continuously learn in order to refresh their competence
and improve their professional quality. Good interpersonal communication
between teachers and superiors, teachers with teachers, and teachers with
students, will enable the teaching and learning process to run smoothly and
effectively. So, a good interpersonal communication and self-esteem will both
reduce the occurrence of burnout in teachers.
4. Effect of self-esteem on burnout
Self-esteem is an evaluation made by individuals and the habit of judging
themselves, especially the attitude of accepting, rejecting, and indication of the
magnitude of individual confidence in their ability, significance, success, and
reward. The results obtained support the theory of Schultz and Schultz (1994)
a person will experience burnout if their self-efficacy is low, their energy lowers,
their self-esteem is low, their involvement in work is low and there is emergence
of physical and psychological symptoms. If someone has high self-esteem, high
work involvement and never experienced physical and psychological symptoms
then the person can avoid burnout.
Regarding the aspects of self-esteem, according to Branden (1995) self-esteem
has two aspects of self-efficacy (self-efficacy) and the sense of worth (self-
respect) that are interconnected.
However, it will be entirely different for teachers with low self-esteem
characterized by dissatisfaction with the job, fear of failure, anxious, not
confident, resigned, feel less valuable, less useful, not loved, these will create
pressure on the teacher. According to Gunarso and Gunarso (in Rahman,
Prihartanti and Rosyid, 1997) the pressures will lead to guilt and if it is being
questioned for too often, will drain the energy within the individual and resulted
in physical, mental and emotional fatigue that can be indicated as burnout.
Based on various opinions mentioned above, we could say that teachers with
high indication of burnout and low self-esteem may result in symptoms as
above.
I. Conclusion
a. Based on the results of data analysis to test the theoretical model that describes
the effect of social support, job satisfaction, interpersonal communication on
burnout and self-esteem as mediator, also to test the structural relationship
between variables involved in the study, the research findings concluded as follows:
b. Theoretical model hypothesis is accepted. Thus the influence of social support,
job satisfaction and interpersonal communication on burnout with self-esteem
as mediator is fit with empirical data.
c. Social support has significant negative effect on burnout through self-esteem
as mediator.
172 RILLA SOVITRIANA, FEBI HERDAJANI, AZIZ SUDARMO AND et al.
d. Job satisfaction has significant negative effect on burnout through self-esteem
as mediator.
e. Interpersonal communication has significant negative effect on burnout through
self-esteem as mediator.
f. Self-esteem has a direct, significant, negative effect on burnout.
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