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Ayudia Popy Sesilia
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Education Mathematics

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SELF EFFICACY AND WORK STRESS IN SPECIAL EDUCATION TEACHER Ayudia Popy Sesilia; Adelin Australiati Saragih
Jurnal Scientia Vol. 12 No. 01 (2023): Education, Sosial science and Planning technique
Publisher : Sean Institute

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Abstract

Special teachers face various kinds of children with special needs, such as down syndrome, autism, and other emotional disabilities, causing teachers to experience chronic fatigue and stress. Teachers who teaching students with emotional disorders showed higher fatigue than those teaching students with intellectual disorders. The causes of educator stress in general are problems related to personal and classroom environment such as high workload and poor teaching conditions which trigger to low self-efficacy. Teachers with low self-efficacy show a greater tendency to leave work than teachers with higher self-efficacy. Educators with low self-efficacy influence enhance work stress level. This research aims ti study the effect of self efficacy on work stres in special education teacher. This research used quantitative approach with survey collecting data. The participants in this study were 84 special teachers from three special need schools. 87% female and 13% male teachers. The average age of teachers is 31 years old. Range of the tenure from 1- 27 years with an average of 21 years. The researcher collected data twice, work stress and self-efficacy scale in different time. Data analysis used regression analysis. The results showed a negative and significant effect of self-efficacy on job stress (b = -.39; p <.01) thus research hypotheses is accepted. Self-efficacy is important because it plays a role in how individuals understand themselves and believe in something that may and may not be achieved in their life.
USING LEAST TO MOST PROMPTING TECHNIQUES TO DECREASE NON-COMPLIANCE BEHAVIOR IN EARLY CHILDHOOD Adelin Australiati Saragih; Ayudia Popy Sesilia
Jurnal Scientia Vol. 12 No. 01 (2023): Education, Sosial science and Planning technique
Publisher : Sean Institute

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Abstract

This research was based on an early childhood who showed non-compliance behavior when participating in learning activities at school. The child often avoids instructions or rules given by the teacher and chooses to do activities that are different from the activities in which he is supposed to participate. The child preferred to play alone instead of doing the tasks that the teacher gives. The inconsistency of the application of regulations at school and home makes child confused and uncomfortable so this can form behavior that does not comply with the rules. This research is an experimental study using a single-subject design with reference to pre-test and post-test measurements of the interventions provided. The interventions given to child use a behavioral approach, namely by using the least to most prompting. Based on the results of the study, it was found that there were changes in behavior shown by child before and after carrying out the least to most prompting procedures. The child have begun to follow the instructions given by the teacher and follow learning activities consistently after being given interventions in the form of least to most prompting.
Co-Authors Adelin Australiati Saragih