Peran Regulasi Emosi terhadap Teacher Efficacy pada Guru Non Plb di SLB Negeri Pembina Kota Medan

Abstract

This study aims to determine the role of emotion regulation on teacher efficacy among non-special education teachers at SLB Negeri Pembina Medan City. A total of 42 teachers were involved as respondents using a total sampling technique. Data collection was conducted using a Likert scale for teacher efficacy constructed by Callista and Natasya (2024) based on the teacher efficacy theory by Tschannen Moran and Hoy (2001), which consists of 23 items. The emotion regulation questionnaire (ERQ) adapted by Radde et al. (2021) based on the emotion regulation theory by Gross and John (2003), consists of 10 items, with 6 items measuring the cognitive reappraisal dimension and 4 items measuring the expressive suppression dimension. Data analysis was performed using multiple linear regression analysis techniques. The analysis showed, partially, the cognitive reappraisal dimension had a significant role with a sig. 0.029 (p<0.05) (H1), while the expressive suppression dimension did not have a significant role with a sig. 0.400 (p>0.05) (H2). Simultaneously, cognitive reappraisal and expressive suppression dimensions had a significant role with a sig. 0.034 (p<0.05) (H3). The findings indicate that there is a significant role of emotion regulation on teacher efficacy among non-PLB teachers at SLB Negeri Pembina Medan City.