Electronic Theses and Dissertation

Tentor bimbingan belajar merupakan profesi yang menuntut kemampuan pengajaran sekaligus ketahanan emosional dalam menghadapi tekanan akademik siswa dan target institusi. Tuntutan peran yang kompleks ini menjadikan tentor rentan mengalami stres kerja yang dapat memengaruhi kualitas pengajaran. Penelitian ini bertujuan untuk mengetahui hubungan antara kecerdasan emosional dengan stres kerja pada tentor bimbingan belajar. Penelitian menggunakan pendekatan kuantitatif korelasional dengan melibatkan 254 tentor bimbingan belajar persiapan masuk perguruan tinggi dari beberapa provinsi di Indonesia yang terjangkau oleh peneliti, dipilih melalui teknik convenience sampling. Kecerdasan emosional diukur menggunakan Brief Emotional Intelligence Scale (BEIS-10) sedangkan stres kerja diukur menggunakan Short Version of Job Stress Scale yang terdiri atas tiga dimensi, yaitu tuntutan kerja, kendali kerja, dan dukungan sosial. Hasil uji korelasi Spearman rho menunjukkan nilai koefisien korelasi (rho) = -0,167 dengan nilai signifikansi (p) = 0,008 (p < 0,05), yang menunjukkan hubungan negatif yang signifikan antara kecerdasan emosional dan stres kerja secara keseluruhan, meskipun kekuatan hubungannya tergolong sangat lemah. Analisis lebih lanjut menunjukkan bahwa di antara ketiga dimensi tersebut, hanya dimensi dukungan sosial yang berkorelasi signifikan dengan kecerdasan emosional (rho = -0,252; p = 0,000). Hasil kategorisasi menunjukkan mayoritas tentor memiliki kecerdasan emosional kategori tinggi (90,6%) dan stres kerja kategori sedang (63,8%). Temuan ini mengindikasikan bahwa kecerdasan emosional merupakan salah satu faktor protektif terhadap stres kerja, namun stres kerja juga dipengaruhi oleh faktor multidimensional lain yang perlu ditangani melalui perbaikan kondisi kerja secara struktural.

Tutoring center instructors represent a profession that demands both teaching competence and emotional resilience in facing students' academic pressures and institutional targets. These complex role demands make tutors susceptible to occupational stress, which may in turn compromise the quality of their teaching. This study aims to examine the relationship between emotional intelligence and job stress among tutors at university entrance preparation tutoring centers. A quantitative correlational approach was employed, involving 254 tutors from several provinces in Indonesia accessible to the researcher, selected through convenience sampling. Emotional intelligence was measured using the Brief Emotional Intelligence Scale, while job stress was assessed using the Short Version of Job Stress Scale, consisting of three dimensions: job demands, job control, and social support. Results of the Spearman rho correlation test yielded a correlation coefficient (rho) of -0.167 with a significance value (p) of 0.008 (p < 0.05), indicating a significant negative relationship between emotional intelligence and job stress overall, although the strength of the relationship was classified as very weak. Further analysis showed that among the three dimensions, only social support was significantly correlated with emotional intelligence (rho = -0.252; p = 0.000). Categorization results revealed that the majority of tutors had high emotional intelligence (90.6%) and moderate job stress (63.8%). These findings suggest that emotional intelligence serves as one of the protective factors against job stress, although job stress is also shaped by other multidimensional factors that need to be addressed through structural improvements in working conditions