| dc.description.abstract | COVID-19 pandemic has become a new source of stress among teachers.
Education was originally carried out directly and has now changed to network-based
(online), so it is not uncommon for teachers to experience work stress. Objective: This
study aims to analyze stress coping among teachers at MI Al-Qomar Nganjuk during the
COVID-19 pandemic. Methods: This study used qualitative research with a case study. There
were 9 informants consisting of 1 key informant, 5 main informants, and 3 additional
informants. Data collection techniques are in-depth interviews, observation, and
documentation. Data analysis used thematic content analysis. The credibility test used
triangulation of techniques and sources. Results: The results of the study state that the
source of stress among teachers who come from stressors is task demands during the
pandemic such as teachers being required to create learning innovations, achievement of
student learning outcomes that have not been running optimally and increasing task
demands. There are two stress coping used by the informants, problem-focused
coping and emotional-focused coping. As many as 4 informants mostly use problem-focused
coping with aspects of planful-focused coping and seeking social support. In addition, all
key informants also use emotional-focused coping, which mostly uses positive reappraisal
aspects. Conclusion: The informants are positive, as indicated by the condition of the
informants after using the two copings, they feel better and have a positive impact on the
stress they experience. | en_US |
