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Zona Manajemen: Program Studi Magister Sains Manajemen Universitas Batam
Published by Universitas Batam
ISSN : -     EISSN : 27216373     DOI : 10.37776
Core Subject : Economy, Science, Education, Social,
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences Other
Zona Manajemen adalah jurnal peer-review yang dikelola oleh Program Studi Magister Sains Manajemen Universitas Batam. Zona Manajemen bertujuan untuk mempublikasikan artikel di bidang Manajemen Umum, Manajemen Pemasaran dan akunting, Manajemen Sumber Daya Manusia dan Tata Kelola, Manajemen Strategik, Manajemen Keuangan, Manajemen Operasional, Manajemen Tata kelola perusahaan, Etika dan Profesionalisme, Manajemen perusahaan, Manajemen Pendidikan dan Manajemen Sistem Informasi.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Bisnis, Menejemen, dan Akutansi (Lain-Lain)
Articles 81 Documents
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KONFLIK PERAN DAN KELELAHAN EMOSIONAL SEBAGAI PREDIKTOR KOMITMEN AFEKTIF GURU SEKOLAH DASAR Dian Lestari Siregar; Raymond Raymond
Zona Manajemen: Program Studi Magister Sains Manajemen Universitas Vol 16 No 01 (2026): April
Publisher : Universitas Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37776/jzm.v16i01.2359

Abstract

This study examines the effects of role conflict and emotional exhaustion on the affective commitment of elementary school teachers working in the hinterland islands of Batam City, Indonesia. A quantitative explanatory design with a cross-sectional survey approach was employed. The study involved 100 elementary school teachers selected using proportionate stratified random sampling from schools located in Belakang Padang, Bulang, Galang, and other hinterland islands. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that role conflict had a negative and significant effect on teachers’ affective commitment (β = −0.274; t = 2.746; p = 0.006). Emotional exhaustion also had a negative and significant effect on affective commitment (β = −0.492; t = 5.183; p < 0.001). Emotional exhaustion was identified as the more dominant predictor of affective commitment. Role conflict and emotional exhaustion collectively explained 48.7% of the variance in teachers’ affective commitment. These findings indicate that conflicting job demands and depleted emotional resources can weaken teachers’ emotional attachment, involvement, and sense of belonging toward their schools. Therefore, school leaders and local education authorities should establish clearer and more proportionate task allocation, strengthen organizational support, improve educational and transportation facilities, and provide psychological well-being programs tailored to the geographical characteristics of hinterland schools.

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