Sorotan Literatur Bersistematik: Faktor Stres dalam kalangan Guru Matematik
Keywords:
faktor stres, guru matematik, kesihatan mental
Abstract
Stres dalam kalangan guru merupakan satu isu yang tidak boleh dipandang ringan. Amat penting bagi kita untuk memahami punca stres yang berlaku dalam kalangan guru kerana murid-murid akan menerima kesan secara terus daripada masalah kesihatan mental guru. Justeru kajian ini bertujuan untuk membuat tinjauan literatur bersistematik terhadap faktor-faktor yang mempengaruhi tahap stres guru khususnya guru matematik di sekolah. Dua persoalan kajian yang menjadi fokus utama ialah faktor-faktor stres dalam kalangan guru matematik serta metodologi kajian yang dijalankan dalam kajian-kajian lepas. Kajian ini menggunakan Model Prisma. Dua enjin carian digunakan iaitu Ebscohost dan Science Direct dan selepas proses saringan dilakukan sebanyak 18 buah artikel telah diterima berdasarkan beberapa kriteria yang ditetapkan. Dapatan menunjukkan terdapat 13 faktor yang menyebabkan stres dalam kalangan guru matematik dan kebanyakannya berpunca daripada persekitaran tempat kerja. Dari segi metodologi pula, bilangan kajian kuantitatif yang dijalankan adalah lebih banyak berbanding kajian kualitatif. Kesimpulannya, walaupun banyak faktor yang disenaraikan dalam kajian-kajian yang lepas, namun begitu jumlah kajian yang menekankan tentang kesihatan mental guru khususnya guru matematik masih belum begitu banyak. Justeru diharapkan agar kajian dalam bidang ini boleh diperbanyakkan lagi dalam konteks tempatan pada masa akan datang.
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References
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Alrajhi, M., Aldhafri, S., Alkharusi, H., & Albusaidi, S. (2017). The predictive effects of math teachers ’ emotional intelligence on their perceived self-ef fi cacy beliefs. Teaching and Teacher Education, 67, 378–388. https://doi.org/10.1016/j.tate.2017.07.003
Banerjee, N., Stearns, E., Moller, S., & Mickelson, R. A. (2017). Teacher Job Satisfaction and Student Achievement : The Roles of Teacher Professional Community and Teacher Collaboration in Schools. American Journal of Education, 123(FEBRUARY).
Bavdekar, S. B. (2016). Enhance the value of a research paper: Choosing the right references and writing them accurately. Journal of Association of Physicians of India, 64(MARCH), 66–70.
Bowen, B., Marx, A., Williams, T., & Napoleon, L. (2017). School Influence and Classroom Control: A Comparison of Career and Technical Education, Science, and Mathematics Teachers. Career and Technical Education Research, 42(3). https://doi.org/10.5328/cter42.3.183
Castillo-Gualda, R., Herrero, M., Rodríguez-Carvajal, R., Brackett, M. A., & Fernández-Berrocal, P. (2019). The role of emotional regulation ability, personality, and burnout among spanish teachers. International Journal of Stress Management. https://doi.org/10.1037/str0000098
Cui, Q., Chao, Q., Han, J., Zhang, X., Ren, Y., & Shi, J. (2018). Job stress, burnout and the relationship among the science and mathematics teachers in basic education schools. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3235–3244. https://doi.org/10.29333/ejmste/85957
Guglielmi, R. S., & Tatrow, K. (1998). Occupational Stress, Burnout, and Health in Teachers: A Methodological and Theoretical Analysis. Review of Educational Research, 1(68), 61–99.
Hecker, T., Goessmann, K., Nkuba, M., & Hermenau, K. (2018). Teachers’ stress intensifies violent disciplining in Tanzanian secondary schools. Child Abuse & Neglect, 76, 173–183.
Hussin, S., Marzuki, S. @ C., Razak, A. Z. A., Som, H. M., & Ranee, A. (2005). Pentadbiran dalam Pembangunan Pendidikan (S. Hussin, S. Marzuki, A. Z. A. Razak, H. M. Som, & A. Ranee (eds.)). PTS Professional Publishing Sdn Bhd.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work‐related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187.
Keskin, Ö., Çorlu, M. S., & Ayas, A. (2018). Voicing mathematics teachers: A holistic overview of their early career challenges. Kuram ve Uygulamada Egitim Bilimleri, 18(2), 331–371. https://doi.org/10.12738/estp.2018.2.0025
M.Alarcon, G. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behaviour, 79(2), 549–562.
Martínez-sierra, G., & Hernández-moreno, A. (2019). Daily Emotional Experiences of a High School Mathematics Teacher in the Classroom : a Qualitative Experience-Sampling Method. 591–611.
Narayan, N. A. (2016). Factors Influencing Teacher Career Satisfaction , Teacher Collaboration and Everyday Challenges : An Exploratory Factor Analysis. Malaysian Online Journal of Educational Sciences, 4(3), 24–38.
Paradis, A., Lutovac, S., Jokikokko, K., & Kaasila, R. (2018). Canadian and Finnish upper-secondary school mathematics teachers ’ perceptions of autonomy. Pedagogy, Culture & SoCiety, 26(3), 381–396.
Pedersen, D. E., & Minnotte, K. L. (2017). Workplace Climate and STEM Faculty Women’s Job Burnout. Journal of Feminist Family Therapy, 29(1–2), 45–65. https://doi.org/10.1080/08952833.2016.1230987
Pedersen, D., & West, R. (2017). High School STEM Teachers’ Perceptions of the Work Environment. Education, 138(1).
Perera, H. N., & John, J. E. (2020). Teacher’s self-efficacy beliefs for teaching maths: Relations with teacher and students outcome. Contemporary Educational Psychology, 61.
Richard S. Lazarus. (1990). Theory-Based Stress Measurement. Psychological Inquiry, 1(1), 3–13. https://doi.org/: 10.1207/s15327965pli0101_1
Salleh, M. R. (2010). Pengendalian Stres dan Kebimbangan: Penilaian kognitif dan tingkah laku. Universiti Sains Malaysia.
Stoehr, K. J. (2017). Building the wall brick by brick : one prospective teacher ’ s experiences with mathematics anxiety. J Math Teacher Educ, 119–139. https://doi.org/10.1007/s10857-015-9322-y
Tanas, L., Winkowska-Nowak, K., & Pobiega, K. (2020). The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction. Frontiers in Psychology, 11(February), 1–11. https://doi.org/10.3389/fpsyg.2020.00259
Thibaut, L. (2018). How school context and personal factors relate to teachers’ attitudes towards teaching integrated STEM. Int J Technol Des Educ, 631–651.
Turner, K., & Theilking, M. (2019). Teacher wellbeing : Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938–961.
Wu, Y., Hwang, S., & Cai, J. (2017). Being a Mathematics Teacher Educator in China : Challenges and Strategic Responses. 1365–1384. https://doi.org/10.1007/s10763-016-9752-8
Zakariya, Y. F. (2020). Effects of school climate and teacher self- efficacy on job satisfaction of mostly STEM teachers : a structural multigroup invariance approach. International Journal of STEM Education, 4.
Zawawi, N. I. M., Md Sham, F., & Ismail, A. (2019). Stress according to the western and Muslim scholars. International Journal of Islamic Thought, 16, 85–97. https://doi.org/10.24035/ijit.16.2019.008
Published
2020-11-01
How to Cite
Binti Ahmad Fuad, N. I. and Maat, S. M. (2020) “Sorotan Literatur Bersistematik: Faktor Stres dalam kalangan Guru Matematik”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(11), pp. 167 - 173. doi: 10.47405/mjssh.v5i11.554.
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