Stres Kepala Sekolah: Sumber dan Strategi Coping
Abstract
Kepala sekolah adalah pekerjaan professional yang diperhadapkan dengan berbagai resiko, termasuk resiko terkena stres kerja. Namun, kajian tentang stres kepala sekolah pada konteks Indonesia masih jarang ditemukan. Dengan reformasi sekolah pada abad keduapuluh satu ini, kepala sekolah dituntut supaya mampu bekerja dengan penuh tanggung jawab dan akuntabilitas. Konsekuensinya, kondisi yang demikian mengarahkan kepala sekolah untuk mangalami stres atas fungsi dan peran mereka sebagai pemimpin di sekolah. Tujuan studi ini adalah berupaya untuk mengidentifikasi berbagai penyebab stres yang dialami kepala sekolah dan menyarankan strategi mengatasi stres yang dialami kepala sekolah. Berbagai artikel jurnal yang relevan digunakan sebagai bahan referensi untuk membahas topik tersebut. Dengan demikian, hasil studi ini menemukan lima penyebab stres kepala sekolah, yaitu interaksi buruk dengan warga sekolah, sumber daya sekolah tidak memadai, kompleksitas peran dan beban kerja, tantangan terkait kebijakan pendidikan, dan skill mengelola waktu yang kurang baik. Selanjutnya, strategi mengatasi stres kepala sekolah terdiri dari pendekatan internal dan pendekatakn eksternal.
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References
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Bedi, I. K., & Kukemelk, H. (2018). School Principals and Job Stress: The Silent Dismissal Agent and Forgotten Pill in the United Nations Sustainable Development Goal 4. US-China Education Review B, 8(8), 357–364. https://doi.org/10.17265/2161-6248/2018.08.004
Boyland, L. (2011). Job stress and coping strategies of elementary principals: A statewide study. Current Issues in Education, 14(3), 1–9.
Cheuk, W. H., Wong, K. S., & Rosen, S. (2000). Kindergarten principals in Hong Kong: Job stress and support from a close friend. Journal of Educational Administration, 38(3), 272–287. https://doi.org/10.1108/09578230010342330
Claessens, B. J. C., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2004). Planning behavior and perceived control of time at work. Journal of Organizational Behavior, 25(8), 937–950. https://doi.org/10.1002/job.292
Darmody, M., & Smyth, E. (2016). Primary school principals ’ job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115–128. https://doi.org/10.1108/IJEM-12-2014-0162
Demir, S. (2019). A structural model on the role of perceived multi-dimensional social support in attitudinal variables. European Journal of Educational Research, 8(2), 607–616. https://doi.org/10.12973/eu-jer.8.2.607
Denecker, C. (2019). School Principals’ Work Stress in an Era of New Education Governance. Swiss Journal of Sociology, 45(3), 447–466. https://doi.org/10.2478/sjs-2019-0021
Erdogan, T., & Senemoglu, N. (2016). Development and validation of a scale on self-regulation in learning (SSRL). SpringerPlus, 5(1). https://doi.org/10.1186/s40064-016-3367-y
Fendina, F., Nashori, F., & Sulistyarini, I. (2018). Efektivitas Pelatihan Meditasi Pernafasan Dalam Menurunkan Tingkat Stres Pada Pendukung Sebaya Odha. Jurnal Psikologi Integratif, 6(1), 1. https://doi.org/10.14421/jpsi.v6i1.1470
Friedman, I. A. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5(3), 229–251. https://doi.org/10.1023/A:1016321210858
Grissom, J., Loeb, S., & Mitani, H. (2016). Principal time management skills: explaining patterns in principals’ time use, job stress, and perceived effectiveness. Journal of Educational Administration, 53(6), 773–793. https://doi.org/10.1080/2159676x.2016.1221912
Gusenbauer, M. (2019). Google Scholar to overshadow them all? Comparing the sizes of 12 academic search engines and bibliographic databases. In Scientometrics (Vol. 118). https://doi.org/10.1007/s11192-018-2958-5
Hancock, D. R., Müller, U., Stricker, T., Wang, C., Lee, S., & Hachen, J. (2019). Causes of stress and strategies for managing stress among German and US principals. Research in Comparative and International Education, 14(2), 201–214. https://doi.org/10.1177/1745499919846037
Harms, P. D., Credé, M., Tynan, M., Leon, M., & Jeung, W. (2017). Leadership and stress: A meta-analytic review. Leadership Quarterly, 28(1), 178–194. https://doi.org/10.1016/j.leaqua.2016.10.006
Horng, E. L., Klasik, D., & Loeb, S. (2009). Principal time-use and school effectiveness. Diambil dari www.schoolleadershipresearch.org
Jong, D. De, Grundmeyer, T., & Yankey, J. (2017). Identifying and addressing themes of job dissatisfaction for secondary principals. School Leadership and Management, 37(4), 354–371. https://doi.org/10.1080/13632434.2017.1338253
Kaufman, J. A. (2019). Stress and Coping Among Public School Principals in a Midwest Metropolitan Sample. SAGE Open, 9(1), 1–6. https://doi.org/10.1177/2158244019829549
Kelly, Á., Carey, S., McCarthy, S., & Coyle, C. (2007). Challenging behaviour: Principals’ experience of stress and perception of the effects of challenging behaviour on staff in special schools in Ireland. European Journal of Special Needs Education, 22(2), 161–181. https://doi.org/10.1080/08856250701269507
Khiat, H. (2019). Using automated time management enablers to improve self-regulated learning. Active Learning in Higher Education, 1 –13. https://doi.org/10.1177/1469787419866304
Klocko, B. A., & Wells, C. M. (2015). Workload Pressures of Principals: A Focus on Renewal, Support, and Mindfulness. NASSP Bulletin, 99(4), 332–355. https://doi.org/10.1177/0192636515619727
Lindberg, E. (2012). The power of role design: Balancing the principals financial responsibility with the implications of stress. Educational Assessment, Evaluation and Accountability, 24(2), 151–171. https://doi.org/10.1007/s11092-011-9139-x
Lumban Gaol, N. T. (2016). Teori stres: Stimulus, respons, dan transaksional. Buletin Psikologi, 24(1), 1–11. https://doi.org/10.22146/bpsi.11224
Mahfouz, J. (2018). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration and Leadership, 1–19. https://doi.org/10.1177/1741143218817562
Merwe, H. van der, & Parsotam, A. (2012). School principal stressors and a stress alleviation strategy based on controlled breathing. Journal of Asian and African Studies, 47(6), 666–678. https://doi.org/10.1177/0021909611429249
Mitani, H. (2018). Principals’ Working Conditions, Job Stress, and Turnover Behaviors Under NCLB Accountability Pressure. Educational Administration Quarterly, 54(5), 822–862. https://doi.org/10.1177/0013161X18785874
Nitta, T., Deguchi, Y., Iwasaki, S., Kanchika, M., & Inoue, K. (2018). Depression and occupational stress in Japanese school principals and vice-principals. Occupational Medicine, 69(1), 39–46. https://doi.org/10.1093/occmed/kqy149
Okoroma, N. S., & Robert-Okah, I. (2007). Administrative Stress: Implications for Secondary School. Educational Research Quarterly, 30(3), 4–22.
Oplatka, I. (2017). Principal workload: Components, determinants and coping strategies in an era of standardization and accountability. Journal of Educational Administration, 55(5), 552–568. https://doi.org/10.1108/JEA-06-2016-0071
Ozbay, F., Johnson, D. C., Dimoulas, E., Morgan, C. A., Charney, D., & Southwick, S. (2007). Social support and resilience to stress: from neurobiology to clinical practice. Psychiatry (Edgmont (Pa. : Township)), 4(5), 35–40. Diambil dari http://www.ncbi.nlm.nih.gov/pubmed/20806028%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC2921311
Reiser, J. E., Murphy, S. L., & McCarthy, C. J. (2016). Stress prevention and mindfulness: A psychoeducational and support group for teachers. Journal for Specialists in Group Work, 41(2), 117–139. https://doi.org/10.1080/01933922.2016.1151470
Ruiz, M. A. M., & Hernández-Amorós, M. J. (2019). Principals in the Role of Sisyphus: School Leadership in Challenging Times. Leadership and Policy in Schools, 1–19. https://doi.org/10.1080/15700763.2018.1551551
Saitis, C., & Saiti, A. (2018). Initiation of Educators into Educational Management Secrets. Switzerland: Spring International Publishing AG.
Sebastian, J., Camburn, E. M., & Spillane, J. P. (2018). Portraits of Principal Practice: Time Allocation and School Principal Work. Educational Administration Quarterly, 54(1), 47–84. https://doi.org/10.1177/0013161X17720978
Septiawan, B. (2018). Analisa faktor penyebab stres dan manajemen stres kepala SMA Bahrul Maghfrioh Malang. Jurnal al–Hikmah, 6(1), 36–45.
Sion, H. (2008). Keterampilan Manajerial Kepala Sekolah, Komitmen, Daya Tahan terhadap Stres, Kepuasan dan Performansi Mengajar Guru. Jurnal Ilmu Pendidikan, 15(2), 111–119.
Skaalvik, C. (2020). School principal self‑efficacy for instructional leadership: Relations with engagement , emotional exhaustion. Social Psychology of Education, hal. 1–20. https://doi.org/10.1007/s11218-020-09544-4
Sogunro, O. A. (2012). Stress in school administration: Coping tips for principals. Journal of School Leadership, 22(3), 664–700. https://doi.org/10.1177/105268461202200309
Sytsma, S. (2009). The educational leader’s alchemy: Creating the gold within. Management in Education, 23(2), 78–84. https://doi.org/10.1177/0892020609104816
Tahir, L. M., Khan, A., Musah, M. B., Ahmad, R., Daud, K., Al-Hudawi, S. H. V., … Talib, R. (2018). Administrative Stressors and Islamic Coping Strategies Among Muslim Primary Principals in Malaysia: A Mixed Method Study. Community Mental Health Journal, 54(5), 649–663. https://doi.org/10.1007/s10597-017-0206-8
Tahir, L., Musah, M. B., Panatik, S. A., Ali, M. F., & Said, M. N. H. M. (2019). Primary school leadership in Malaysia: The experience of stress among deputy heads. Educational Management Administration and Leadership, 47(5), 785–814. https://doi.org/10.1177/1741143217751074
Talebi, M., Ahmadi, F., & Kazemnejad, A. (2019). Dynamic self-regulation as an effective time management strategy for clinical nurses: A qualitative study. Collegian, 26(4), 463–469. https://doi.org/10.1016/j.colegn.2018.12.002
Tanner, C. K., Schnittjer, C. J., & Atkins, T. T. (1991). Effects of the Use of Management Strategies on Stress Levels of High School Principals in the United States. Journal of Composite Materials, 27(2), 203–224. https://doi.org/10.1177/0013161X91027002006
Tikkanen, L., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Social Psychology of Education, 20(2), 259–274. https://doi.org/10.1007/s11218-017-9379-9
Wadesango, N., Gudyanga, E., & Mberewere, M. (2015). Occupational stress among school head teachers: A case for Hwedza district secondary schools’ head teachers. Journal of Social Sciences, 45(1), 31–35. https://doi.org/10.1080/09718923.2015.11893484
Wells, C. M. (2013). Principals responding to constant pressure: Finding a source of stress management. NASSP Bulletin, 97(4), 335–349. https://doi.org/10.1177/0192636513504453
Wells, C. M. (2015). Conceptualizing mindful leadership in Schools: How the practice of Mindfulness Informs the Practice of Leading. NCPEA Education Leadership Review of Doctoral Research, 2(1), 1–23.
Wells, C. M., & Klocko, B. A. (2015). Can teacher leadership reduce principal stress? Journal of School Leadership, 25(2), 313–344. https://doi.org/10.1177/105268461502500205
Wells, C. M., & Klocko, B. A. (2018). Principal Well-Being and Resilience: Mindfulness as a Means to That End. NASSP Bulletin, 102(2), 161–173.
Wong, K. S., & Cheuk, W. H. (2005). Job-related stress and social support in kindergarten principals: The case of Macau. International Journal of Educational Management, 19(3), 183–196.
Bedi, I. K., & Kukemelk, H. (2018). School Principals and Job Stress: The Silent Dismissal Agent and Forgotten Pill in the United Nations Sustainable Development Goal 4. US-China Education Review B, 8(8), 357–364. https://doi.org/10.17265/2161-6248/2018.08.004
Boyland, L. (2011). Job stress and coping strategies of elementary principals: A statewide study. Current Issues in Education, 14(3), 1–9.
Cheuk, W. H., Wong, K. S., & Rosen, S. (2000). Kindergarten principals in Hong Kong: Job stress and support from a close friend. Journal of Educational Administration, 38(3), 272–287. https://doi.org/10.1108/09578230010342330
Claessens, B. J. C., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2004). Planning behavior and perceived control of time at work. Journal of Organizational Behavior, 25(8), 937–950. https://doi.org/10.1002/job.292
Darmody, M., & Smyth, E. (2016). Primary school principals ’ job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115–128. https://doi.org/10.1108/IJEM-12-2014-0162
Demir, S. (2019). A structural model on the role of perceived multi-dimensional social support in attitudinal variables. European Journal of Educational Research, 8(2), 607–616. https://doi.org/10.12973/eu-jer.8.2.607
Denecker, C. (2019). School Principals’ Work Stress in an Era of New Education Governance. Swiss Journal of Sociology, 45(3), 447–466. https://doi.org/10.2478/sjs-2019-0021
Erdogan, T., & Senemoglu, N. (2016). Development and validation of a scale on self-regulation in learning (SSRL). SpringerPlus, 5(1). https://doi.org/10.1186/s40064-016-3367-y
Fendina, F., Nashori, F., & Sulistyarini, I. (2018). Efektivitas Pelatihan Meditasi Pernafasan Dalam Menurunkan Tingkat Stres Pada Pendukung Sebaya Odha. Jurnal Psikologi Integratif, 6(1), 1. https://doi.org/10.14421/jpsi.v6i1.1470
Friedman, I. A. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5(3), 229–251. https://doi.org/10.1023/A:1016321210858
Grissom, J., Loeb, S., & Mitani, H. (2016). Principal time management skills: explaining patterns in principals’ time use, job stress, and perceived effectiveness. Journal of Educational Administration, 53(6), 773–793. https://doi.org/10.1080/2159676x.2016.1221912
Gusenbauer, M. (2019). Google Scholar to overshadow them all? Comparing the sizes of 12 academic search engines and bibliographic databases. In Scientometrics (Vol. 118). https://doi.org/10.1007/s11192-018-2958-5
Hancock, D. R., Müller, U., Stricker, T., Wang, C., Lee, S., & Hachen, J. (2019). Causes of stress and strategies for managing stress among German and US principals. Research in Comparative and International Education, 14(2), 201–214. https://doi.org/10.1177/1745499919846037
Harms, P. D., Credé, M., Tynan, M., Leon, M., & Jeung, W. (2017). Leadership and stress: A meta-analytic review. Leadership Quarterly, 28(1), 178–194. https://doi.org/10.1016/j.leaqua.2016.10.006
Horng, E. L., Klasik, D., & Loeb, S. (2009). Principal time-use and school effectiveness. Diambil dari www.schoolleadershipresearch.org
Jong, D. De, Grundmeyer, T., & Yankey, J. (2017). Identifying and addressing themes of job dissatisfaction for secondary principals. School Leadership and Management, 37(4), 354–371. https://doi.org/10.1080/13632434.2017.1338253
Kaufman, J. A. (2019). Stress and Coping Among Public School Principals in a Midwest Metropolitan Sample. SAGE Open, 9(1), 1–6. https://doi.org/10.1177/2158244019829549
Kelly, Á., Carey, S., McCarthy, S., & Coyle, C. (2007). Challenging behaviour: Principals’ experience of stress and perception of the effects of challenging behaviour on staff in special schools in Ireland. European Journal of Special Needs Education, 22(2), 161–181. https://doi.org/10.1080/08856250701269507
Khiat, H. (2019). Using automated time management enablers to improve self-regulated learning. Active Learning in Higher Education, 1 –13. https://doi.org/10.1177/1469787419866304
Klocko, B. A., & Wells, C. M. (2015). Workload Pressures of Principals: A Focus on Renewal, Support, and Mindfulness. NASSP Bulletin, 99(4), 332–355. https://doi.org/10.1177/0192636515619727
Lindberg, E. (2012). The power of role design: Balancing the principals financial responsibility with the implications of stress. Educational Assessment, Evaluation and Accountability, 24(2), 151–171. https://doi.org/10.1007/s11092-011-9139-x
Lumban Gaol, N. T. (2016). Teori stres: Stimulus, respons, dan transaksional. Buletin Psikologi, 24(1), 1–11. https://doi.org/10.22146/bpsi.11224
Mahfouz, J. (2018). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration and Leadership, 1–19. https://doi.org/10.1177/1741143218817562
Merwe, H. van der, & Parsotam, A. (2012). School principal stressors and a stress alleviation strategy based on controlled breathing. Journal of Asian and African Studies, 47(6), 666–678. https://doi.org/10.1177/0021909611429249
Mitani, H. (2018). Principals’ Working Conditions, Job Stress, and Turnover Behaviors Under NCLB Accountability Pressure. Educational Administration Quarterly, 54(5), 822–862. https://doi.org/10.1177/0013161X18785874
Nitta, T., Deguchi, Y., Iwasaki, S., Kanchika, M., & Inoue, K. (2018). Depression and occupational stress in Japanese school principals and vice-principals. Occupational Medicine, 69(1), 39–46. https://doi.org/10.1093/occmed/kqy149
Okoroma, N. S., & Robert-Okah, I. (2007). Administrative Stress: Implications for Secondary School. Educational Research Quarterly, 30(3), 4–22.
Oplatka, I. (2017). Principal workload: Components, determinants and coping strategies in an era of standardization and accountability. Journal of Educational Administration, 55(5), 552–568. https://doi.org/10.1108/JEA-06-2016-0071
Ozbay, F., Johnson, D. C., Dimoulas, E., Morgan, C. A., Charney, D., & Southwick, S. (2007). Social support and resilience to stress: from neurobiology to clinical practice. Psychiatry (Edgmont (Pa. : Township)), 4(5), 35–40. Diambil dari http://www.ncbi.nlm.nih.gov/pubmed/20806028%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC2921311
Reiser, J. E., Murphy, S. L., & McCarthy, C. J. (2016). Stress prevention and mindfulness: A psychoeducational and support group for teachers. Journal for Specialists in Group Work, 41(2), 117–139. https://doi.org/10.1080/01933922.2016.1151470
Ruiz, M. A. M., & Hernández-Amorós, M. J. (2019). Principals in the Role of Sisyphus: School Leadership in Challenging Times. Leadership and Policy in Schools, 1–19. https://doi.org/10.1080/15700763.2018.1551551
Saitis, C., & Saiti, A. (2018). Initiation of Educators into Educational Management Secrets. Switzerland: Spring International Publishing AG.
Sebastian, J., Camburn, E. M., & Spillane, J. P. (2018). Portraits of Principal Practice: Time Allocation and School Principal Work. Educational Administration Quarterly, 54(1), 47–84. https://doi.org/10.1177/0013161X17720978
Septiawan, B. (2018). Analisa faktor penyebab stres dan manajemen stres kepala SMA Bahrul Maghfrioh Malang. Jurnal al–Hikmah, 6(1), 36–45.
Sion, H. (2008). Keterampilan Manajerial Kepala Sekolah, Komitmen, Daya Tahan terhadap Stres, Kepuasan dan Performansi Mengajar Guru. Jurnal Ilmu Pendidikan, 15(2), 111–119.
Skaalvik, C. (2020). School principal self‑efficacy for instructional leadership: Relations with engagement , emotional exhaustion. Social Psychology of Education, hal. 1–20. https://doi.org/10.1007/s11218-020-09544-4
Sogunro, O. A. (2012). Stress in school administration: Coping tips for principals. Journal of School Leadership, 22(3), 664–700. https://doi.org/10.1177/105268461202200309
Sytsma, S. (2009). The educational leader’s alchemy: Creating the gold within. Management in Education, 23(2), 78–84. https://doi.org/10.1177/0892020609104816
Tahir, L. M., Khan, A., Musah, M. B., Ahmad, R., Daud, K., Al-Hudawi, S. H. V., … Talib, R. (2018). Administrative Stressors and Islamic Coping Strategies Among Muslim Primary Principals in Malaysia: A Mixed Method Study. Community Mental Health Journal, 54(5), 649–663. https://doi.org/10.1007/s10597-017-0206-8
Tahir, L., Musah, M. B., Panatik, S. A., Ali, M. F., & Said, M. N. H. M. (2019). Primary school leadership in Malaysia: The experience of stress among deputy heads. Educational Management Administration and Leadership, 47(5), 785–814. https://doi.org/10.1177/1741143217751074
Talebi, M., Ahmadi, F., & Kazemnejad, A. (2019). Dynamic self-regulation as an effective time management strategy for clinical nurses: A qualitative study. Collegian, 26(4), 463–469. https://doi.org/10.1016/j.colegn.2018.12.002
Tanner, C. K., Schnittjer, C. J., & Atkins, T. T. (1991). Effects of the Use of Management Strategies on Stress Levels of High School Principals in the United States. Journal of Composite Materials, 27(2), 203–224. https://doi.org/10.1177/0013161X91027002006
Tikkanen, L., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Social Psychology of Education, 20(2), 259–274. https://doi.org/10.1007/s11218-017-9379-9
Wadesango, N., Gudyanga, E., & Mberewere, M. (2015). Occupational stress among school head teachers: A case for Hwedza district secondary schools’ head teachers. Journal of Social Sciences, 45(1), 31–35. https://doi.org/10.1080/09718923.2015.11893484
Wells, C. M. (2013). Principals responding to constant pressure: Finding a source of stress management. NASSP Bulletin, 97(4), 335–349. https://doi.org/10.1177/0192636513504453
Wells, C. M. (2015). Conceptualizing mindful leadership in Schools: How the practice of Mindfulness Informs the Practice of Leading. NCPEA Education Leadership Review of Doctoral Research, 2(1), 1–23.
Wells, C. M., & Klocko, B. A. (2015). Can teacher leadership reduce principal stress? Journal of School Leadership, 25(2), 313–344. https://doi.org/10.1177/105268461502500205
Wells, C. M., & Klocko, B. A. (2018). Principal Well-Being and Resilience: Mindfulness as a Means to That End. NASSP Bulletin, 102(2), 161–173.
Wong, K. S., & Cheuk, W. H. (2005). Job-related stress and social support in kindergarten principals: The case of Macau. International Journal of Educational Management, 19(3), 183–196.
Published
2020-10-31
How to Cite
LUMBAN GAOL, Nasib Tua.
Stres Kepala Sekolah: Sumber dan Strategi Coping.
Jurnal Psikologi Udayana, [S.l.], v. 7, n. 2, p. 34-42, oct. 2020.
ISSN 2654-4024.
Available at: <https://ojs.unud.ac.id/index.php/psikologi/article/view/58931>. Date accessed: 19 nov. 2024.
doi: https://doi.org/10.24843/JPU.2020.v07.i02.p04.
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