More Than Mindfulness: Why Self-Efficacy Still Matters Most in Inclusive Teaching Stress

Erna Risnawati

Abstract


High levels of occupational stress among teachers in inclusive classrooms particularly those educating children with special needs (CWSN), remain a pressing concern in Indonesia. The lack of specialized training and increasing classroom demands exacerbate the psychological burden on inclusive educators. This study aims to examine the relationship between self-efficacy, mindfulness, and teacher stress, and to explore whether mindfulness moderates the relationship between self-efficacy and stress. Adopting a quantitative correlational design, this study involved 100 special education teachers from inclusive schools selected through purposive sampling. Instruments used include the Teacher Stress Inventory, all of which demonstrated strong validity and reliability. Correlation analyses revealed that self-efficacy was significantly and negatively associated with teacher stress, while mindfulness showed no direct association with stress. However, a positive correlation was found between social self-efficacy and mindfulness. Moderation analysis indicated that mindfulness did not significantly moderate the relationship between self-efficacy and stress. This study contributes to the literature by integrating mindfulness and self-efficacy in the context of Indonesian inclusive education, a population often underrepresented in existing research. The findings highlight the importance of institutional support and structured mindfulness programs to strengthen teachers’ self-efficacy and alleviate stress in inclusive educational settings.

Keywords


Inclusive Education, Mindfulness, Self-Efficacy, Special Needs Teachers, Teacher Stress

Full Text:

PDF

References


Asari, U. A. Y. (2023). Learning Agility Guru Pendamping Khusus ABK (Studi Fenomenologi: Sekolah Menengah Al Firdaus). Jurnal ISLAMIKA, 5(2), 30–45.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Emerson, L.-M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136–1149. https://doi.org/10.1007/s12671-017-0691-4

Fabbro, A., Fabbro, F., Capurso, V., D’Antoni, F., & Crescentini, C. (2020). Effects of mindfulness training on school teachers’ self-reported personality traits as well as stress and burnout levels. Perceptual and Motor Skills, 127(3), 515–532. https://doi.org/10.1177/0031512520908708

Fimian, M. J. (1984). The development of an instrument to measure occupational stress in teachers: The Teacher Stress Inventory. Journal of Occupational Psychology, 57(4), 277–293. https://doi.org/10.1111/j.2044-8325.1984.tb00169

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51. https://doi.org/10.1037/a0038256

Grasmann, J., Almenräder, F., Voracek, M., & Tran, U. S. (2023). Only small effects of mindfulness-based interventions on biomarker levels of inflammation and stress: A preregistered systematic review and two three-level meta-analyses. International Journal of Molecular Sciences, 24(5). https://doi.org/10.3390/ijms24054445

Hanifah, D. S., Haer, A. B., Widuri, S., & Santoso, M. B. (2022). Tantangan anak berkebutuhan khusus (ABK) dalam menjalani pendidikan inklusi di tingkat sekolah dasar. Jurnal Penelitian dan Pengabdian Kepada Masyarakat (JPPM), 2(3), 473. https://doi.org/10.24198/jppm.v2i3.37833

Hasanah, N., & Laily, N. (2020). Self-efficacy dan kepuasan kerja pada guru taman kanak-kanak (TK). Efektor, 7(1), 80–89. https://doi.org/10.29407/e.v7i1.14398

Islamiyah, A., Sismawati, M., & Kaaloeti, D. V. S. (2020). Pengaruh psikoedukasi mindfulness singkat pada kemampuan regulasi emosi mahasiswa. Jurnal Ilmiah Psikologi Terapan, 8(1), 89. https://doi.org/10.22219/jipt.v8i1.9444

Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035

Kazanopoulos, S., Tejada, E., & Basogain, X. (2022). The self-efficacy of special and general education teachers in implementing inclusive education in Greek secondary education. Education Sciences, 12(6), 383. https://doi.org/10.3390/educsci12060383

Kusmiran, Y., Agustin, M., & Dahlan, T. H. (2024). Peran mindfulness teaching dalam mengurangi stres dan meningkatkan kualitas pengajaran guru PAUD. Aulad: Journal on Early Childhood, 7(3), 709–722. https://doi.org/10.31004/aulad.v7i3.777

Luis Baun, A., Hatmoko, T. L., & Laka, L. (2023). Peran kepedulian guru dan keyakinan agama peserta didik untuk meningkatkan self-efficacy akademik. Jurnal Moral Kemasyarakatan, 8(2), 168–178. https://doi.org/10.21067/jmk.v8i2.8537

Mahardhani, F. O., Ramadhani, A. N., Isnanti, R. M., Chasanah, T. N., & Praptomojati, A. (2020). Pelatihan strategi koping fokus emosi untuk menurunkan stres akademik pada mahasiswa. Gadjah Mada Journal of Professional Psychology, 6(1), 60. https://doi.org/10.22146/gamajpp.55253

Mudrikah, S., Kusmuriyanto, K., & Widodo, W. (2022). Pengaruh technostress dan computer self-efficacy terhadap kinerja guru selama pembelajaran daring. EQUILIBRIUM: Jurnal Ilmiah Ekonomi dan Pembelajarannya, 10(2), 96. https://doi.org/10.25273/equilibrium.v10i2.11073

Nadyastuti, S. C., Mularsih, H., & Tiatri, S. (2021). Grand 5 dan permasalahan guru. Jurnal Muara Ilmu Sosial, Humaniora,Dan Seni, 5(2), 475–484.

Neumann, M. M., & Tillott, S. (2022). Why should teachers cultivate resilience through mindfulness? Journal of Psychologists and Counsellors in Schools, 32(1), 3–14. https://doi.org/10.1017/jgc.2021.23

Pratscher, S. D., Wood, P. K., King, L. A., & Bettencourt, B. A. (2019). Interpersonal mindfulness: Scale development and initial construct validation. Mindfulness, 10(6), 1044–1061. https://doi.org/10.1007/s12671-018-1057-2

Susanto, V., & Hartini, N. (2024). Group Counseling About Coping Stress Strategy in Special Needs Teachers Konseling Kelompok terkait Strategi Koping Stres Pada Guru Anak Berkebutuhan Khusus. Maret, 13(1), 50–56. http://dx.doi.org/10.30872/psikostudia.v13i1

Purna, R. S. (2020). Gambaran Regulasi Emosi Guru di Kota Padang. Humanitas (Jurnal Psikologi), 4(2), 149–162. https://doi.org/10.28932/humanitas.v4i2.2410

Saputro, U. G., Susilo, H., & Ekawati, R. (2023). Analisis Penerapan Mindfulness dalam Pembelajaran Siswa Sekolah Dasar. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(2), 1214–1219. https://doi.org/10.54371/jiip.v6i2.1630

Song, X., Zheng, M., Zhao, H., Yang, T., Ge, X., Li, H., & Lou, T. (2020). Effects of a four-day mindfulness intervention on teachers’ stress and affect: A pilot study in Eastern China. Frontiers in Psychology, 11, 1298. https://doi.org/10.3389/fpsyg.2020.01298

Sperling, E. L., Hulett, J. M., Sherwin, L. A. B., Thompson, S., & Bettencourt, B. A. (2023). The effect of mindfulness interventions on stress in medical students: A systematic review and meta-analysis. PLoS ONE, 18(10), 1–24. https://doi.org/10.1371/journal.pone.0286387

Uluwiyya, R., Sriati, A., & Kosim, K. (2024). Gambaran tingkat stres kerja guru di sekolah inklusi. Jurnal Riset Kesehatan Poltekkes Depkes Bandung, 17(1), 20–29. https://doi.org/10.34011/juriskesbdg.v17i1.2683

Nisa, Uswatun, & Wati, Vera. (2022). Dilema Guru PAUD Inklusi Terhadap Kompleksitas ABK: Antara Tantangan dan Keniscayaan. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 16–27. https://doi.org/10.19105/kiddo.v3i2.6603

Wahyuni, E. P., Ardianto, H., Dharmatanna, S., Burmansah, B., Seneru, W., Kasrah, R., & Ismoyo, T. (2024). A Mindful Character Development: Mindfulness and Self-Efficacy Enhances Emotional Regulation of High School Students. International Journal of Science and Applied Science: Conference Series, 8(2), 162. https://doi.org/10.20961/ijsascs.v8i2.95131

Wang, N. (2022). EFL teachers’ mindfulness and emotion regulation in language context. Frontiers in Psychology, 13, 877108. https://doi.org/10.3389/fpsyg.2022.877108

Yuliana, A. R., Safitri, W., & Ardiyanti, Y. (2022). Penerapan terapi mindfulness dalam menurunkan tingkat stres mahasiswa tingkat akhir. Jurnal Keperawatan dan Kesehatan Masyarakat Cendekia Utama, 11(2), 154. https://doi.org/10.31596/jcu.v11i2.1117




DOI: http://dx.doi.org/10.22441/biopsikososial.v9i2.36106

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta

Print ISSN: 2599-0470

Online ISSN: 2598-4918


JBUMBand its articles is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Tim Editorial Office

JBUMB

Fakultas Psikologi, Universitas Mercu Buana

Jalan Meruya Selatan No. 1, Kembangan, Jakarta Barat, 11650, Indonesia