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Abstract

The phenomenon of teacher burnout has gained greater attention due to its grave impact on the educational system and the well-being of teachers. In this regard, millennial teachers’ experiences— currently comprising most of the teaching workforce—have gained attention in scholarly research. Thus, developing an efficacious online intervention program is crucial to alleviate and avoid teacher burnout among millennials. This study investigated the effectiveness of the Emotional Self-Care Online Intervention Program (ESCOIP) in treating burnout symptoms among Indian millennial teachers. The present study employed Conklin’s program development model, which involves three phases: (1) planning, (2) design and implementation, and (3) evaluation and program validation. The participants were millennial teachers born between the early 1980s and mid-1990s (N =521) from Kerala, South India, and they were randomly assigned to experimental (n = 20) and control (n = 20) groups. We used the Socio-demographic survey, the Maslach Burnout Inventory-Educator survey, and the Focus Group discussions to understand the prevalence and complexities involved in this problem. Paired t-test and MANOVA were used for data analysis, and partial eta squared (η2p) measured the extent of the effect of the ESCOIP. Results of the paired t-test and MANOVA revealed a statistically significant effect. Therefore, the online intervention program's outcomes demonstrated that the ESCOIP effectively treats burnout symptoms that millennial teachers experience.

Bahasa Abstract

Fenomena burnout kerja pada guru telah mendapat perhatian lebih besar karena dampaknya yang serius terhadap sistem pendidikan dan kesejahteraan guru. Dalam hal ini, pengalaman guru milenial—yang saat ini merupakan sebagian besar tenaga pengajar—telah menjadi perhatian dalam penelitian akademis. Oleh karena itu, mengembangkan program intervensi daring yang efektif sangat penting untuk mengurangi dan menghindari burnout kerja di antara guru milenial. Studi ini meneliti efektivitas Program Intervensi Daring Perawatan Diri Emosional (ESCOIP) dalam mengatasi gejala burnout kerja di antara guru milenial India. Studi ini menggunakan model pengembangan program Conklin, yang melibatkan tiga fase: (1) perencanaan, (2) desain dan implementasi, dan (3) evaluasi dan validasi program. Peserta adalah guru milenial yang lahir antara awal 1980-an dan pertengahan 1990-an (N = 521) dari Kerala, India Selatan, dan mereka secara acak dibagi menjadi kelompok eksperimen (n = 20) dan kelompok kontrol (n = 20). Kami menggunakan survei sosiodemografi, survei Maslach Burnout Inventory-Educator, dan diskusi kelompok terarah untuk memahami prevalensi dan kompleksitas masalah ini. Uji t-berpasangan dan MANOVA digunakan untuk analisis data, dan eta squared parsial (η2p) mengukur sejauh mana efek ESCOIP. Hasil dari uji t-berpasangan dan MANOVA mengungkapkan efek yang signifikan secara statistik. Oleh karena itu, hasil program intervensi daring menunjukkan bahwa ESCOIP efektif mengatasi gejala kelelahan kerja yang dialami oleh guru milenial.

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