Hubungan antara emosi dan komitmen mengajar guru pendidikan khas masalah pembelajaran: The relationship between emotion and teaching commitment among special education teachers

Kasman Kalumpang

doi:10.51200/jpp.v14i1.7290

Authors

Kasman Kalumpang Sekolah Kebangsaan Bugaya, Semporna, Sabah, Malaysia

DOI:

https://doi.org/10.51200/jpp.v14i1.7290

Keywords:

emosi, komitmen mengajar, keselesaan, emotion, teaching commitment, comfort

Abstract

Kajian ini bertujuan untuk mengenalpasti hubungan antara emosi dan komitmen mengajar guru pendidikan khas masalah pembelajaran sekolah rendah di negeri Sabah. Kajian ini menggunakan pendekatan kuantitatif yang mengaplikasikan teknik persampelan berstarata dan rawak mudah. Berdasarkan jadual persampelan Gill seramai 250 orang guru telah dipilih sebagai sampel kajian. Data dikumpulkan menggunakan satu set borang soal selidik yang diadaptasi daripada Goleman’s Emotional Intelligence dan Multidimesional Organizational Commitment Scale. Analisis ujian -t mendapati bahawa terdapat perbezaan skor min emosi yang signifikan mengikut gender iaitu t (247.83)=5.368, p<.05. Manakala analisis korelasi pearson menunjukkan wujud hubungan yang signifikan antara emosi dalam pengajaran dan komitmen mengajar guru pendidikan masalah pembelajaran iaitu r=0.515, p<0.01. Dapatan kajian menunjukkan bahawa pengurusan emosi berkesan mempengaruhi hala tuju dan pelaksanaan pengajaran. Keadaan ini membantu guru lebih berfokus terhadap matlamat pengajaran dengan penglibatan aktif murid sebagai penanda aras utama. Justeru, keupayaan guru mengurus emosi meningkatkan komitmen tanggungjawab berterusan sekaligus mewujudkan iklim persekitaran pembelajaran kondusif melalui reaksi positif guru dan murid. Oleh itu, aspek emosi semasa pengajaran merupakan faktor penting dalam menyokong komitmen mengajar yang seterusnya menyumbang kepada peningkatan kualiti pengajaran guru pendidikan khas.

This study aims to examine the relationship between emotions and teaching commitment among primary school special education teachers who teach students with learning disabilities in Sabah, Malaysia. A quantitative research approach was employed using stratified and simple random sampling techniques. Based on the Gill sampling table, a total of 250 teachers were selected as the study sample. Data were collected using a questionnaire adapted from Goleman’s Emotional Intelligence and the Multidimensional Organizational Commitment Scale. The independent-samples t-test revealed a significant difference in mean emotional scores by gender, t(247.83) = 5.368, p < .05. Meanwhile, Pearson’s correlation analysis indicated a significant relationship between emotions in teaching and teaching commitment among special education teachers of students with learning disabilities, r = .515, p < .01. The findings demonstrate that effective emotional management influences the direction and implementation of teaching practices. This enables teachers to remain more focused on instructional goals, with active student engagement serving as a key indicator of effective teaching. Furthermore, teachers’ ability to regulate their emotions strengthens their commitment to their ongoing responsibilities and contributes to a conducive learning environment through positive interactions between teachers and students. Therefore, emotional regulation during teaching is an important factor in supporting teaching commitment, which subsequently contributes to improving the quality of teaching among special education teachers.

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