PERBANDINGAN MINDFULNESS DAN DAYA TAHAN GURU SEKOLAH RENDAH DAN MENENGAH DI MALAYSIA

COMPARISON OF MINDFULNESS AND RESILIENCE AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS IN MALAYSIA

Abstract

Kajian ini meneliti min, tahap, hubungan, dan perbezaan mindfulness dan daya tahan dalam kalangan guru sekolah rendah dan menengah di Malaysia. Objektif kajian adalah untuk: (1) menilai skor min dan tahap bagi konstruk mindfulness dan daya tahan, (2) mengkaji hubungan di antara mindfulness dan daya tahan guru, serta (3) mengenal pasti perbezaan mindfulness dan daya tahan guru berdasarkan tahap sekolah. Kajian kuantitatif dengan reka bentuk tinjauan digunakan. Sebanyak 479 responden guru Malaysia terlibat dalam kajian ini (252 guru sekolah rendah dan 227 guru sekolah menengah). Sampel dipilih melalui pensampelan rawak bernisbah mewakili semua negeri di Malaysia. Dapatan kajian menunjukkan bahawa tahap mindfulness dan daya tahan guru berada pada tahap tinggi, mencerminkan keupayaan adaptif dan kesedaran kendiri yang kukuh dalam kalangan pendidik Malaysia. Analisis korelasi menunjukkan hubungan positif yang signifikan antara mindfulness dan daya tahan, menunjukkan bahawa guru yang lebih sedar secara minda lebih berdaya tahan menghadapi cabaran profesion. Selain itu, guru sekolah rendah juga mempunyai tahap daya tahan yang lebih tinggi berbanding guru sekolah menengah, manakala tiada perbezaan signifikan bagi tahap mindfulness antara kedua-dua kumpulan. Implikasinya, penggubalan dasar pendidikan dan latihan profesional guru perlu memberi penekanan terhadap pembangunan daya tahan dan amalan mindfulness secara bersepadu, khususnya bagi guru sekolah menengah yang berhadapan dengan tuntutan kerja yang lebih kompleks. Kajian ini memperkukuh literatur antarabangsa mengenai kesejahteraan guru dalam konteks Asia Tenggara serta menyediakan asas empirikal bagi intervensi kesejahteraan guru di Malaysia.

This study examines the levels, relationships, and differences in mindfulness and resilience among primary and secondary school teachers in Malaysia. The objectives of the study are to: (1) assess the mean scores and levels of mindfulness and resilience constructs, (2) examine the relationship between teachers’ mindfulness and resilience, and (3) identify differences in mindfulness and resilience based on school level. A quantitative survey design was employed, involving 479 teachers across Malaysia, comprising 252 primary school teachers and 227 secondary school teachers. The sample was selected using proportionate random sampling to represent all states in Malaysia. Findings revealed that both mindfulness and resilience were at high levels, reflecting strong adaptive capacity and self-awareness among Malaysian educators. Correlation analysis indicated a significant positive relationship between mindfulness and resilience, suggesting that teachers who are more mindful tend to be more resilient in coping with professional challenges. Additionally, primary school teachers demonstrated higher levels of resilience compared to secondary school teachers, while no significant difference was found in mindfulness between the two groups. The findings imply that educational policies and teacher professional development programs should emphasize the integrated cultivation of resilience and mindfulness, particularly for secondary school teachers who face more complex work demands. This study strengthens the international literature on teacher well-being within the Southeast Asian context and provides an empirical foundation for developing teacher well-being interventions in Malaysia.