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"ABSTRAKTerdapat pengaruh dari hubungan yang terjalin dari guru dengan siswanya terhadap bagaimana seorang guru mempersepsikan dirinya berkaitan dengan fungsi kesuksesan dan kesehatannya dalam pekerjaannya di sekolah atau biasa disebut dengan teacher well-being. Namun dalam pengaruh tersebut terdapat kaitan yang menarik dengan jenis kelamin guru pada jenjang sekolah menengah. Untuk itu peneliti ingin untuk melihat apakah jenis kelamin guru memoderasi pengaruh dari hubungan guru-siswa terhadap teacher well-being pada guru sekolah menengah. Alat ukur yang akan digunakan pada penelitian ini adalah Teacher Subjective Well-being Questionnaire (TSWQ) dan Student-Teacher Relationship Scale (STRS). Partisipan dalam penelitian ini berjumlah 284 guru sekolah menengah yang terdiri dari guru laki laki dan perempuan. Hasil analisis statistik menggunakan macro PROCESS menyatakan hasil bahwa jenis kelamin memoderasi pengaruh dari hubungan guru-siswa terhadap teacher well-being (b3 = -0,272; t = -2,055; p = 0,041 [-0,533; -0,012]). Dengan demikian jenis kelamin pada guru memperkuat atau memperlemah pengaruh dari hubungan guru-siswa terhadap teacher well-being."

"Membangun kepercayaan diri dalam mengajar memerlukan wellbeing yang baik. Studi sebelumnya menjelaskan ada faktor di lingkungan sekolah yang mempengaruhi subjective wellbeing seorang guru salah satunya Student-teacher relationship. Penelitian ini bertujuan untuk mengetahui hubungan antara Student-teacher relationship dan Teacher’s Subjective Wellbeing di sekolah inklusif. Partisipan merupakan 55 guru (19 pria & 36 Wanita; M = 32.16, SD = 7.223) yang mengajar di Sekolah dasar inklusif. untuk mengukur student-teacher relationship, peneliti menggunakan Student-teacher relationship scale short form dan teacher’s subjective wellbeing diukur menggunakan Teacher’s Subjective Wellbeing: Teacher Subjective Wellbeing Questionnaire. Hasil perhitungan spearman correlation menunjukan tedapat hubungan positif yang signifikan antara student-teacher relationship dan teacher’s subjective wellbeing (r 3.48, p< 0,05). Hal ini menunjukan bahwa Artinya jika guru memiliki perspesi positif terhadap hubungan yang dimiliki dengan murid, maka semakin baik persepsi subjective wellbeing yang ia miliki. Penelitian ini menunjukkan pentingnya peranan menjaga hubungan yang baik antara guru dan siswa agar guru merasa sejahtera mengajar di sekolah dasar inklusif.

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Building self-confidence in teaching requires good well-being. Previous studies have explained that there are factors in the school environment that affect the subjective well-being of a teacher, one of which is the student-teacher relationship. This study aims to determine the relationship between Student-teacher relationship and Teacher's Subjective Wellbeing in inclusive schools. The participants were 55 teachers (19 male & 36 female; M = 32.16, SD = 7,223) who teach in inclusive primary schools. To measure student-teacher relationship, researchers used Student-teacher relationship scale short form and teacher's subjective well-being was measured using Teacher's Subjective Wellbeing: Teacher Subjective Wellbeing Questionnaire. The results of the Spearman correlation calculation show that there is a significant positive relationship between student-teacher relationship and teacher's subjective well-being (r 3.48, p < 0.05). This shows that this means that if the teacher has a positive perception of the relationship he has with his students, the better his subjective well-being perception will be. This study shows the importance of the role of maintaining a good relationship between teachers and students so that teachers feel prosperous teaching in inclusive elementary schools."

"This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers{u2019} professional development and a means to enhance students{u2019} social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement.� Featured topics include:� A comprehensive view of mindfulness in the modern era. Contemplative education and the roots of resilience.� Mindfulness practice and its effect on students{u2019} social-emotional learning. A cognitive neuroscience perspective on mindfulness in education that addresses students{u2019} academic and social skills development.� Mindfulness training for teachers and administrators. Two universal mindfulness education programs for elementary and middle school students. The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy."

"Penelitian disertasi ini bertujuan untuk menjelaskan hubungan faktor situasi (peristiwa siswa menunjukkan ekspresi emosi marah kepada guru), emosi marah/cemas guru, pengalaman kekerasan di masa lalu dengan perilaku agresif reaktif dan proaktif guru dengan menggunakan teori AET (Affective Events Theory). Studi 1 akan meneliti perbedaan penerimaan perilaku agresif guru. Studi 2 akan menjelaskan hubungan tidak langsung antara peristiwa siswa menunjukkan ekspresi emosi marah kepada guru dengan perilaku agresif reaktif dan proaktif melalui emosi marah dan cemas guru. Hasil penelitian disertasi ini memperlihatkan bahwa terdapat perbedaan penerimaan terhadap perilaku agresif fisik dan verbal guru, khususnya pada partisipan yang sering dengan yang jarang mengalami kekerasan di masa lalu. Artinya, terdapat indikasi pengalaman kekerasan di masa lalu dapat mempredisposisi perilaku agresif guru Selain itu, penelitian ini menemukan bahwa ekspresi emosi marah siswa memiliki hubungan tidak langsung dengan perilaku agresif reaktif guru melalui emosi marah dan cemas guru. Secara praktis, hasil penelitian ini mengindikasikan adanya kebutuhan mengembangkan pelatihan guru tentang perilaku agresif guru.

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The aim of this study was to explain the relationships between situational factor (students’ anger expression), teachers’ anger and anxiety, previous experiences of violence with teachers’ reactive and proactive aggressive behaviors, Affective Events Theory. Study 1 aimed to identify the differences of the acceptance of teachers’ aggressive behaviors. Furthermore, in study 2, aimed to explain the indirect relationship of students’ anger expressions to reactive and proactive aggressive behaviors through teachers’ anger and anxiety. The results showed that there were significant differences on the acceptance of teachers' physically and verbally aggressive behavior, especially among participants who often experienced violence in the past, compared to participants who rarely experienced violence in the past. This study also found that students' anger expression has an indirect relationship with the teachers’ reactive aggressive behaviors through teachers’ anger and anxiety. In addition, this study indicated the need to develop teachers’ training programme about teachers’ aggressive behaviors."