Efektivitas Pelatihan Psychological Capital Untuk Mengurangi Teacher Burnout Pada Guru SMK

Over the course of COVID-19 pandemic, teachers were given lots of new tasks to adapt and prepare long distance learning programs for their students. Those conditions pose risks to the teacher's physical and mental state. This paper showed that some teachers at X Vocational School in Surabaya experience teacher burnout. Burnout is a very common occurrence in individuals who work in the service industry, including teachers. 14 Vocational School teachers who showed medium to high levels of teacher burnout were treated with psychological capital training to reduce the burnout level. Teachers were trained to develop and apply four aspects of psychological capital; hope, efficacy, resilience, and optimism (HERO) in six training sessions. This research showed negative correlation between psychological capital with teacher burnout (r=-0.958**), there was a significant difference between teacher burnout before and after treatment (p=0.001), but there was no significant difference between psychological capital before and after treatment (p=0.417). This research concluded that even though some teachers have good psychological capital levels, they still need to be trained to develop and apply it to prevent teacher burnout.Di masa pandemi COVID-19, guru mendapatkan banyak pekerjaan baru untuk beradaptasi dan mempersiapkan Pembelajaran Jarak Jauh (PJJ) bagi para siswa. Kondisi tersebut sangat berisiko terhadap kondisi fisik dan mental guru. Pada penelitian ini, ditemukan sejumlah guru pada SMK X di Surabaya mengalami teacher burnout. Burnout sendiri sangat sering dialami oleh individu yang bekerja dibidang pelayanan, termasuk guru. Sebanyak 14 guru SMK yang menunjukkan tingkat teacher burnout dengan kategori sedang hingga sangat tinggi diberikan pelatihan psychological capital sebagai upaya mengurangi teacher burnout. Para guru dilatih untuk mengembangkan dan mengaplikasikan keempat aspek dari psychological capital yaitu hope, efficacy, resilience, dan optimism (HERO) yang terangkum dalam 6 sesi pelatihan. Hasil pelatihan menunjukkan korelasi negatif antara psychological capital dengan teacher burnout (r=-0.958**), terdapat perbedaan pada hasil teacher burnout (p=0.001), namun tidak ada perbedaan pada hasil psychological capital (p=0.417). Berdasarkan hasil pelatihan dapat disimpulkan bahwa, meskipun individu telah memiliki tingkat psychological capital yang tergolong baik, namun masih tetap perlu dilatih agar dapat mengembangkan dan mengaplikasikannya untuk mengatasi teacher burnout