EMOTIONAL LABOR GURU SEKOLAH LUAR BIASA DALAM MENDAMPINGI SISWA AUTIS
DOI:
https://doi.org/10.51878/educational.v6i4.15588Keywords:
Autisme, Emotional Labor, Deep Acting, Surface Acting, Guru SLBAbstract
Studies on teachers' psychological dynamics in Indonesia have largely concentrated on general education settings using quantitative measures, leaving the subjective emotional demands of special education teachers underexplored. This study aims to explore special education teachers' lived experiences of emotional labor while supporting students with autism. Using a qualitative approach with Interpretative Phenomenological Analysis (IPA), six teachers from River Kids Autism Special School in Malang were selected via purposive sampling with a minimum of two years of mentoring experience. Data were gathered through in-depth semi-structured interviews and examined following systematic IPA procedures. The findings identified six superordinate themes: triggering situations, emotional display, emotion regulation, emotional impact, emotional recovery, and meaning of work. Teachers engaged in emotional labor through surface acting and deep acting when navigating tantrums, aggressive behaviors, communication barriers, and professional expectations, which occasionally elicited emotional dissonance and emotional exhaustion. Based on these insights, schools are encouraged to provide structured emotion regulation training, regular peer debriefing spaces, and accessible psychological counseling services to foster educator well-being.
ABSTRAK
Kajian mengenai dinamika psikologis guru di Indonesia umumnya masih terkonsentrasi pada ranah pendidikan reguler dengan fokus kuantitatif, sehingga penghayatan subjektif kerja emosional guru pendidikan khusus belum banyak terungkap. Penelitian ini bertujuan mengeksplorasi pengalaman emotional labor guru Sekolah Luar Biasa (SLB) dalam mendampingi siswa autisme. Menggunakan pendekatan kualitatif dengan Interpretative Phenomenological Analysis (IPA), enam guru SLB Autisme River Kids Malang dipilih melalui purposive sampling dengan kriteria minimal dua tahun pengalaman mendampingi siswa autisme. Pengumpulan data dilakukan melalui wawancara semi-terstruktur mendalam dan dianalisis mengikuti prosedur sistematis IPA. Hasil penelitian mengidentifikasi enam tema utama: situasi pemicu, tampilan emosi, regulasi emosi, dampak emosional, pemulihan emosi, dan makna pekerjaan. Para partisipan menjalankan emotional labor melalui strategi surface acting dan deep acting saat berhadapan dengan tantrum, perilaku agresif, hambatan komunikasi, serta ekspektasi profesionalitas yang berisiko memicu emotional dissonance dan emotional exhaustion. Berdasarkan temuan tersebut, disarankan penyelenggaraan pelatihan regulasi emosi terarah, forum debriefing antarguru secara berkala, dan penyediaan layanan konseling psikologis di sekolah untuk mendukung kesejahteraan subjektif pendidik.
Downloads
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
Azzahro, Y., Fatihah, N. A., Nabilah, H., & Maharani, A. (2026). Dinamika keterlibatan grandparenting dalam proses pembelajaran anak tunagrahita di SLB. EDUCATIONAL: Jurnal Inovasi Pendidikan & Pengajaran, 6(1), 395–405. https://doi.org/10.51878/educational.v6i1.9426
Batoek, N. A. L., Damayanti, Y., Mage, M. Y. C., & Wijaya, R. P. C. (2026). Psychological well-being guru non-PLB di SLB. PAEDAGOGY: Jurnal Ilmu Pendidikan dan Psikologi, 6(1), 416–427. https://doi.org/10.51878/paedagogy.v6i1.9760
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
Diwanti, Y. S., & Abidin, Z. (2021). Psychological well-being guru pendidikan luar biasa di SLB X Bandung Barat. PSYCHE: Jurnal Psikologi, 3(1), 1–21. https://doi.org/10.36269/psyche.v3i1.278
Edlina, M. N., Mumpuniarti, M., Rijal, M. A., Mutharah, H., Aulia, C. R., & Rizky, A. S. (2026). Application of time-out strategies to reduce tantrum behavior in children with autism spectrum disorder (ASD). Journal of Educational Sciences, 10(4), 927–950. https://doi.org/10.31258/jes.10.4.927-950
Effendi, M. I., Dahniar, N., & Sulistyowati, D. (2025). Analisis manajemen stres dan emosi pada guru di sekolah negara Jepang dan Indonesia. KIRYOKU, 9(1), 154–171. https://doi.org/10.14710/kiryoku.v9i1.154-171
Grandey, A. A. (2003). When "the show must go on": Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of Management Journal, 46(1), 86–96. https://doi.org/10.5465/30040678
Grandey, A. A., & Melloy, R. C. (2017). The state of the heart: Emotional labor as emotion regulation reviewed and revised. Journal of Occupational Health Psychology, 22(3), 407–422. https://doi.org/10.1037/ocp0000067
Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. University of California Press.
Ibrali?, I., Habul-Šabanovi?, I., Kuduzovi?, A., & Hadži?, S. (2026). Professional challenges of educators in inclusive education. Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji, 8(11), 14–25. https://doi.org/10.59519/mper8102
Jaikla, P., & Piyakun, A. (2025). Teachers' emotional labor: A systematic review. Journal of Education and Learning, 14(2), 159–171. https://doi.org/10.5539/jel.v14n2p159
Kariou, A., Koutsimani, P., Montgomery, A., & Lainidi, O. (2021). Emotional labor and burnout among teachers: A systematic review. International Journal of Environmental Research and Public Health, 18(23), Article 12760. https://doi.org/10.3390/ijerph182312760
Laa, R., Subagyo, A., & Sofyan, M. (2025). Studi literatur kebijakan pendidikan Islam terhadap kualitas guru. MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan, 5(2), 699–707. https://doi.org/10.51878/manajerial.v5i2.6835
Li, S., Zang, L., Liu, X., & Liu, X. (2026). Exploring the emotional labor experiences of rural novice teachers in China: An interpretative phenomenological analysis. The Asia-Pacific Education Researcher, 35(1), 93–107. https://doi.org/10.1007/s40299-024-00854-9
Mullen, C. A., & Hunt, T. K. (2022). Emotional disability and strategies for supporting student outcomes: Interviews with K–12 special education teachers. Teacher Development, 26(4), 453–471. https://doi.org/10.1080/13664530.2022.2108129
Mulyani, S., Salameh, A. A., Komariah, A., Timoshin, A., Hashim, N. A. A. N., Fauziah, R. S. P., Mulyaningsih, M., Ahmad, I., & Ul din, S. M. (2021). Emotional regulation as a remedy for teacher burnout in special schools: Evaluating school climate, teacher's work-life balance and children behavior. Frontiers in Psychology, 12, Article 655850. https://doi.org/10.3389/fpsyg.2021.655850
Nabella, R. I. (2023). Pengaruh surface acting dan deep acting terhadap burnout melalui emotional dissonance yang dipengaruhi oleh workplace social support. Jurnal Manajemen dan Retail, 3(1), 14–35. https://doi.org/10.31004/jmr.v3i1.1205
Nisa, U., & Hayati, F. (2025). Educational treatment pada anak autistik. PT Penerbit Qriset Indonesia.
Nyanjom, J., & Naylor, D. (2021). Performing emotional labour while teaching online. Educational Research, 63(2), 147–163. https://doi.org/10.1080/00131881.2021.1918014
Purwanto, G. D. (2026). Manajemen pembelajaran berdiferensiasi pada kelas gemuk di sekolah dasar: Studi kasus implementasi strategi di sekolah dasar perkotaan. LEARNING: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 6(2), 1117–1128. https://doi.org/10.51878/learning.v6i2.9704
Ratnaningrum, I., Hidayat, W., & Annisa, T. R. (2025). Analisis problematika guru dalam menghadapi anak berkebutuhan khusus (ABK) terhadap implementasi pendidikan inklusi. MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan, 5(2), 319–327. https://doi.org/10.51878/manajerial.v5i2.5379
Santoso, W., Sudarsih, S., & Taquiddin, M. H. (2025). Burnout: Memahami, mengatasi, dan mengelola stres kerja. Penerbit NEM.
Smith, J. A., Flowers, P., & Larkin, M. (2012). Interpretative phenomenological analysis: Theory, method and research. SAGE Publications.
Steed, L. B., Swider, B. W., Keem, S., & Liu, J. T. (2021). Leaving work at work: A meta-analysis on employee recovery from work. Journal of Management, 47(4), 867–897. https://doi.org/10.1177/0149206319864153
Sumilih, D. A., Jaya, A., Fitrianingsih, A. D. R., Nugrohowardhani, R. L. K. R., Irawan, E. P., Dirna, F. C., Rachmaningtyas, N. A., Ras, A., Pujiriyani, D. W., & Setyorini, N. (2025). Metode penelitian kualitatif. PT Star Digital Publishing.
Sun, P., Wang, L., Chen, X., Cui, M., Ma, K., & Yan, L. (2025). How emotional labor leads to turnover intention: The mediating role of job burnout and the moderating role of social support among rural physical education teachers in China. Frontiers in Psychology, 16, Article 1596750. https://doi.org/10.3389/fpsyg.2025.1596750
Suyatno, S., Pambudi, D. I., Wantini, W., Abdurrohim, A., & Mardati, A. (2022). The mediating role of meaning at work in promoting teacher commitment and reducing burnout. Frontiers in Education, 7, Article 962163. https://doi.org/10.3389/feduc.2022.962163
Syarifuddin, S. P. (2025). Hypnotalking for teacher: Menaklukkan kelas tanpa marah-marah. Cendekia Publisher.
Taufiqurokhman, T., Sakroni, S., & Trustisari, H. (2021). Pekerjaan sosial: Pendidikan, jenjang dan peta karir profesi. FISIP Universitas Moestopo Beragama Pers.
Wang, Y., Fu, W., & Xu, S. (2025). Special education teachers' emotional labor strategies and its relationship with job burnout in China: The moderating role of psychological capital. Work, 81(2), 2582–2592. https://doi.org/10.3233/WOR-240212
Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers' emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, Article 100283. https://doi.org/10.1016/j.edurev.2019.100283
Yulisinta, F., Setiadi, B., & Suci, E. S. T. (2024). A comprehensive systematic review on the multifaceted factors influencing teacher flourishing. European Journal of Educational Research, 13(3), 1335–1351. https://doi.org/10.12973/eu-jer.13.3.1335
Zhou, S., Slemp, G. R., & Vella?Brodrick, D. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36(2), Article 45. https://doi.org/10.1007/s10648-024-09886-x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
