HUBUNGAN ANTARA WORK MEANINGFULNES DAN EMOTIONAL ATTACHMENT DENGAN TEACHER RESILIENS PADA GURU PAUD

Ainur Rosyidah; Devi Puspitasari; Eko April Ariyanto

doi:10.36456/helper.vol43.no1.a10659

Authors

Ainur Rosyidah Universitas 17 Agustus 1945 Surabaya
Devi Puspitasari Universitas 17 Agustus 1945 Surabaya
Eko April Ariyanto Universitas 17 Agustus 1945 Surabaya

DOI:

https://doi.org/10.36456/helper.vol43.no1.a10659

Keywords:

Work Meaningfulness, Emotional Attachment, Teacher Resilience, Early Childhood Teachers Education (Paud) Teachers, Psychological Resilience

Abstract

This study aims to examine the relationship between work meaningfulness and emotional attachment with teacher resilience among Early Childhood Education (PAUD) teachers in Laren District, Lamongan Regency. PAUD teachers face various professional challenges including administrative burden, parental demands, and limited facilities, which require strong resilience capacity. This research employed a quantitative correlational design involving 171 active teachers. Instruments included the Teacher Resilience Scale (36 items; α = 0.967), Work Meaningfulness Scale (12 items; α = 0.916), and Emotional Attachment Scale (27 items; α = 0.894). Multiple linear regression analysis revealed that work meaningfulness and emotional attachment simultaneously influenced teacher resilience (F = 7.618; p = 0.001). Partially, work meaningfulness showed a positive significant effect (β = 0.249; p = 0.001), whereas emotional attachment showed a negative significant effect (β = -0.153; p = 0.040). The R² value of 0.288 indicates that both predictors explained 28.8% of the variance in teacher resilience. The findings highlight the importance of strengthening work meaning and emotional regulation to enhance psychological resilience among early childhood teachers.

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