Budaya Organisasi, Perilaku Prososial, Kinerja Guru dan Staf di Sekolah Inklusi

 Abstract views: 91 ,  downloads: 63
  • Dwitya Sobat Ady Dharma Center for Studies on Inclusive Education (CSIE)
Keywords: Sikap Prososial, Kinerja, Sekolah Inklusi, Budaya Organisasi

Abstract

Tujuan dari penelitian mengetahui budaya organisasi, kinerja pegawai, dan perilaku prososial guru dan karyawan, serta mengetahui pengaruh budaya organisasi dan sikap prosial terhadap kinerja di lingkungan sekolah inklusi multikultur. Penelitian menggunakan pendekatan kualitatif-deskriptif-analitis. Pendekatan kuantitatif digunakan saat menguraikan data yang diperoleh dari angket dan mencari hubungan antara budaya organisasi, sikap prososial, dan kinerja. Pendekatan kualitatif digunakan untuk memberikan penjelasan yang lebih mendalam yang didapat dari wawancara. Penelitian dilakukan di Sekolah Tumbuh (SD Tumbuh 1, SD Tumbuh 2, SD Tumbuh 3, SD Tumbuh 4, SMP Tumbuh, dan SMA Tumbuh) dengan subjek 90 guru dan staf. Hasil penelitian menunjukkan, ada hubungan yang positif antara budaya organisasi, sikap prososial, dan kinerja di sekolah inklusi multikultur. Hal ini dikarenakan budaya organisasi di sekolah inklusi multikultur didasari oleh visi dan misi yang sama namun tetap menghargai keberagaman dan penunjukkan sikap prososial yang berdampak pada kinerja.

Downloads

Download data is not yet available.

References

Abacioglu, C.S., Volman, M., & Fischer, A.H. (2019). Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology (2019). https://doi.org/10.1111/bjep.12328.

Allen, J. P., Porter, M. R., & McFarland, F. C. (2006). Leaders and followers in adolescent close friendships: susceptibility to peer influence as a predictor of risky behavior, friendship instability, and depression. Development and Psychopathology, 18(1), 155–172. doi:10.1017/S0954579406060093.

Arredondo, P. (2008). Using professional leadership to promote multicultural understanding and social justice. Journal of Pacific Rim Psychology, 2(1), 13-17.

Bankard J. (2015). Training emotion cultivates morality: how loving-kindness meditation hones compassion and increases prosocial behavior. J Relig Health. 2015;54(6):2324–43.

Barry, C. M., & Wentzel, K. R. (2006). Friend influence on prosocial behavior: the role of motivational factors and friendship characteristics. Developmental Psychology, 42(1), 153–163. doi:10.1037/0012-1649.42.1.153.

Bontempo, K. & Napier, J. (2011). Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting. Interpreting, Volume 13, Issue 1, Jan 2011, p. 85 – 105. https://doi.org/10.1075/intp.13.1.06bon.

Brooks, C.B. & Brooks, J.S. (2018): Culturally (ir)relevant school leadership: Ethno-religious conflict and school administration in the Philippines, International Journal of Leadership in Education, DOI: 10.1080/13603124.2018.1503819.

Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74 88. doi:10.1016/j.psychsport.2017.11.010.

Coyle, C., Bramham, J., Dundon, N., Moynihan, M., & Carr, A. (2016). Exploring the positive impact of peers on adolescent substance misuse. Journal of Child & Adolescent Substance Abuse, 25(2), 134–143. doi:10.1080/1067828X.2014.896761.

Coyne, S. M., Nelson, D. A., & Underwood, M. (2011). Aggression in children. In P. K. Smith, & C. H. Hart (Eds.). Childhood social development (pp. 491–509). (2nd ed.). Hoboken, NJ: Wiley Chpt. 26.

Davide Marengo, Tomas Jungert, Nathalie O. Iotti, Michele Settanni, Robert Thornberg & Claudio Longobardi. (2018). Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims, Educational Psychology, 38:9, 1201-1217, DOI: 10.1080/01443410.2018.1481199

Dumas, T. L., Phillips, K. W., Rothbard, N. P. (2013). Getting closer at the company party: Integration experiences, racial dissimilarity, and workplace relationships. Organization Science, 24: 1377-1401.

Farrell, A.D., Thompson, E.L. & Mehari, K.R. (2017). Dimensions of Peer Influences and Their Relationship to Adolescents’ Aggression, Other Problem Behaviors and Prosocial Behavior. J Youth Adolescence 46, 1351–1369 (2017). https://doi.org/10.1007/s10964-016-0601-4

Ferreira, T., Cadima, J., Matias, M. (2016). Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships. J Child Fam Stud 25, 1829–1839 (2016). https://doi.org/10.1007/s10826-016-0369-x.

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. https://doi.org/10.1037/a0038356.

Ford, D.Y. (2013). Why education must be multicultural. Gifted Child Today, 37(1), 59-62.

Gelfand, M. J., Leslie, L. M., Keller, K. M., de Dreu, C. K. W. (2012). Conflict cultures in organizations: How leaders shape conflict cultures and their organization-level consequences. Journal of Applied Psychology, 97: 1131-1147.

Grusec, J. E., Hastings, P., & Almas, A. (2011). Prosocial behavior. In P. K. Smith, & C. H. Hart (Eds.). Childhood social development (pp. 491–509). (2nd ed.). Hoboken, NJ: Wiley Chpt. 29.

Hall, C.J. & Theriot, M.T. (2016) Developing Multicultural Awareness, Knowledge, and Skills: Diversity Training Makes a Difference?, Multicultural Perspectives, 18:1, 35-41, DOI: 10.1080/15210960.2016.1125742.

Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P., Ekman, P. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338–350. https://doi.org/10.1037/a0026118.

Lim, D., & DeSteno, D. (2016). Suffering and compassion: the links among adverse life experiences, empathy, compassion, and prosocial behavior. Emotion, 16(2), 175–182. https://doi.org/10.1037/emo0000144.

Li, Y., Ahlstrom, D. (2016). Emotional stability: A new construct and its implications for individual behavior in organizations. Asia Pac J Manag 33, 1–28 (2016). https://doi.org/10.1007/s10490-015-9423-2.

Liu, Y., & Ngai, S. (2019). The Impact of Social Capital, Self-Efficacy, and Resilience on the Prosocial Involvement of Adolescents from Families with and without Economic Disadvantages. Child Ind Res 12, 1735–1757 (2019). https://doi.org/10.1007/s12187-018-9607-7

Mesurado B., Guerra P., Richaud M.C., Rodriguez L.M. (2019) Effectiveness of Prosocial Behavior Interventions: A Meta-analysis. In: Gargiulo P., Mesones Arroyo H. (eds) Psychiatry and Neuroscience Update. Springer, Cham

Oriarewo, G. O., Ofobruku, S. A., Agbaezee, K., & Tor, Z. A. (2018). The Influence of Emotional Stability on Employees’ Performance: A Review. South Asian Journal of Social Studies and Economics, 2(1), 1-8. https://doi.org/10.9734/sajsse/2018/v2i125820.

Park, G.C. & Watson, S.L. (2010). Multicultural education in Korea. Multicultural Education, Spring 2011, 1-6.

Pitre, A. (2014). Educational leaders in a multicultural society. San Diego, CA: Cognella Academic Publishing.

Penley, Justin, (2018). "A Phenomenological Study on Teacher Perception of Change in School Culture as a Result of the Implementation of Mindfulness". Electronic Theses and Dissertations. Paper 3366. https://dc.etsu.edu/etd/3366

Renee B. Patrick, Andrew J. Bodine, John C. Gibbs & Karen S. Basinger (2018) What Accounts for Prosocial Behavior? Roles of Moral Identity, Moral Judgment, and Self-Efficacy Beliefs, The Journal of Genetic Psychology, 179:5, 231-245, DOI: 10.1080/00221325.2018.1491472

Renee B. Patrick, Andrew J. Bodine, John C. Gibbs & Karen S. Basinger (2018) What Accounts for Prosocial Behavior? Roles of Moral Identity, Moral Judgment, and Self-Efficacy Beliefs, The Journal of Genetic Psychology, 179:5, 231-245, DOI: 10.1080/00221325.2018.1491472

Sonya Xinyue Xiao, Tracy L. Spinrad & D. Bruce Carter (2018) Parental emotion regulation and preschoolers’ prosocial behavior: The mediating roles of parental warmth and inductive discipline, The Journal of Genetic Psychology, 179:5, 246-255, DOI: 10.1080/00221325.2018.1495611

Thielmann, I., Spadaro, G., & Balliet, D. (2020). Personality and prosocial behavior: A theoretical framework and meta-analysis. Psychological Bulletin, 146(1), 30–90. https://doi.org/10.1037/bul0000217

Trigueros, R.; García-Tascón, M.; Gallardo, A.M.; Alías, A.; Aguilar-Parra, J.M. (2020). The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes. Int. J. Environ. Res. Public Health 2020, 17, 1437.

Un, S.K. (2016). A Study on Factors Influencing on Adolescents’ Multicultural

Acceptability : Compared Elementary School Student and Middle School Students. Journal of the Korea Academia-Industrial cooperation Society Vol. 17, No. 10 pp. 685-695, 2016. http://dx.doi.org/10.5762/KAIS.2016.17.10.685

Véronique Dagenais-Desmarais, Jean-Simon Leclerc & Jessica Londei-Shortall. (2018). The relationship between employee motivation and psychological health at work: A chicken-and-egg situation?, Work & Stress, 32:2, 147-167, DOI: 10.1080/02678373.2017.1317880

Vervaet, R., Van Houtte, M., & Stevens, P. A. J. (2018). Multicultural school leadership, multicultural teacher culture and the ethnic prejudice of Flemish pupils. Teaching and Teacher Education, 76, 68 77. doi:10.1016/j.tate.2018.08.009

Viglas, M., Perlman, M. (2018). Effects of a Mindfulness-Based Program on Young Children’s Self-Regulation, Prosocial Behavior and Hyperactivity. J Child Fam Stud 27, 1150–1161 (2018). https://doi.org/10.1007/s10826-017-0971-6

Watson, I. (2010). Multiculturalism in South Korea: A critical assessment. Journal of Contemporary Asia, 40(2), 337-346. DOI:10.1080/00472331003600549.

White, R., & Shin, T. S. (2017). Integrative character education (ICE): grounding facilitated prosocial development in a humanistic perspective for a multicultural world. Multicultural Education Review, 9(1), 44–74. doi:10.1080/2005615x.2016.1276670

Woerkom, M.V. & de Reuver, R.S.M. (2009). Predicting excellent management performance in an intercultural context: A study of the influence of multicultural personality on transformational leadership and performance. The International Journal of Human Resource Management, 20(10), 2013-2029. DOI:10.1080/0958519093175589.

Wood P & Landry C (2008) The intercultural city: planning for diversity advantage Earthscan, London.

Yada, T, Raikkonen, E., Imai-Matsumura, K., Shimada, H., Koike, R., Jappinen, A.K. (2019). "Prosociality as a mediator between teacher collaboration and turnover intention", International Journal of Educational Management, Vol. 34 No. 3, pp. 535-548. https://doi.org/10.1108/IJEM-10-2018-0309.

Published
2020-10-31
How to Cite
Dwitya Sobat Ady Dharma. (2020). Budaya Organisasi, Perilaku Prososial, Kinerja Guru dan Staf di Sekolah Inklusi. Special and Inclusive Education Journal (SPECIAL), 1(2), 74-81. https://doi.org/10.36456/special.vol1.no2.a2389