Impact of Problem-Focused and Emotion-Focused Coping Strategies on Psychological Well-Being among Vocational High School Teachers in Remote Teaching Settings
Abstract
In the pandemic era, teachers must master technology better for online learning. These conditions can cause stress and make teachers feel less comfortable and depressed. For that, teachers need strategies to deal with stress. This study aims to analyze the effect of problem-focused and emotional-focused coping on teachers' psychological well-being. This research was conducted at SMK Muhammadiyah "XY" in Banyumas Regency. The population in this study was 217 teachers, and 119 samples were selected using simple random sampling. Collecting data using psychological well-being scale (α = 0.873), problem-focused coping scale (α = 0.908) and emotional-focused coping scale (α = 0.865). Multiple regression analysis was used for research data analysis. The results showed the effect of problem-focused coping on psychological well-being as indicated by the value of t = 6.789 and the probability value of sig. (p)=0.000 (p<0.05), so H1 is accepted. Furthermore, emotional focused-coping influences psychological well-being as indicated by the value of t = 8.964 and the probability value of sig. (p)=0.000 (p<0.05), so H2 is accepted. The results of data analysis show that there is an effect of problem-focused coping and emotional focused-coping on psychological well-being (Y), which is indicated by the value of F = 50,889 and the probability value of sig. (p)=0.000 (p<0.05), so H3 is accepted.
Keywords
References
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DOI: 10.33751/jssah.v4i3.12834
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