The Relationship Spirituality and Gratitude With Subjective Well-Being in Special School Teachers in Yogyakarta City
DOI:
https://doi.org/10.24114/icp.v6i1.70619Keywords:
Subjective Well-Being, Spirituality, Gratitude, Special Needs Teachers, Positive PsychologyAbstract
This study aims to determine the relationship between spirituality and gratitude with subjective well-being among Special Needs School Teachers in Yogyakarta City. Special Needs School teachers face significant challenges in educating children with special needs, both in terms of emotional demands, workload, and limitations in communication, so their subjective well-being is an important aspect to study. This study used a quantitative approach with a correlational method. The research subjects were 122 special needs school teachers in Yogyakarta City who were selected through a purposive sampling technique. Data collection was carried out using three psychological scales, namely the subjective well-being scale, the spirituality scale, and the gratitude scale. The data analysis of this study used multiple regression tests with the results showing a positive and significant relationship between spirituality and gratitude with subjective well-being in special needs school teachers (R = 0.693, p = 0.000). The findings of this study indicate that spirituality has a positive and significant relationship with subjective well-being with a value of r = 0.635. In addition, gratitude also has a positive and significant relationship with subjective well-being with a value of r = 0.521. This study concluded that spirituality and gratitude play a significant role in maintaining teachers' subjective well-being in special education settings. Spirituality had a 29.6% effective contribution to subjective well-being, while gratitude contributed 18.4%. Simultaneously, these two variables contributed a total of 48% to improving subjective well-being, while the remaining 52% is influenced by other factors not examined in this study.References
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