Strategies to Strengthen Group Cohesion, Stress Management, Self-Awareness and Creativity to Improve Teacher Work Effectiveness: A Study in Tasikmalaya Regency
DOI:
https://doi.org/10.25217/ji.v10i1.5823Keywords:
Teacher Work Effectiveness, Group Cohesion, Stress Management, Self-Awareness, CreativityAbstract
This study investigates the influence of group cohesion, stress management, self-awareness, and creativity on the work effectiveness of elementary school teachers in Tasikmalaya Regency. Employing an exploratory sequential mixed-methods design, the research integrates qualitative and quantitative approaches. The qualitative phase involved in-depth interviews and observations, while the quantitative phase collected data from 163 proportionally randomized ASN (Aparatur Sipil Negara) teachers through structured questionnaires. Data analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS), complemented by the System Improvement Through Organizational Renewal and Empowerment (SITOREM) method to prioritize development indicators. The findings reveal that group cohesion, stress management, and self-awareness significantly and positively influence teacher creativity, which in turn mediates their impact on work effectiveness. Among the variables, self-awareness emerges as the strongest direct predictor of work effectiveness, whereas group cohesion exerts the most substantial influence on enhancing creativity. Creativity serves as a crucial mediating factor, bridging psychosocial factors and overall teacher performance. These results underscore the importance of fostering a collaborative work culture, implementing effective stress management initiatives, promoting self-reflective practices, and cultivating creative pedagogical approaches. This research contributes to the body of knowledge on teacher development by integrating psychosocial and professional dimensions into a comprehensive framework. The study offers valuable insights for policymakers and school leaders in advancing educational transformation in alignment with the vision of a Golden Indonesia 2045.
References
Abbasi, F., Ghahremani, L., Nazari, M., Fararouei, M., & Khoramaki, Z. (2021). Lifestyle in Female Teachers: Educational Intervention Based on Self‐Efficacy Theory in the South of Fars Province, Iran. BioMed Research International, 2021(1). https://doi.org/10.1155/2021/6177034
Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V. I. O., & Wei, Y. (2023). Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health, 20(9), 5625. https://doi.org/10.3390/ijerph20095625
Ahmad, N., Minervini, A., & Roane, D. (2023). The Self-Face. In Self-Face Recognition and the Brain (pp. 198–207). New York: Routledge. https://doi.org/10.4324/9781003181156-12
Akintunde-Adeyi, J. F., Akinbode, J. O., & Akinola, E. T. (2023). Stress Management and Employee Performance. International Journal of Professional Business Review, 8(11), e04008. https://doi.org/10.26668/businessreview/2023.v8i11.4008
Aldrup, K., Carstensen, B., & Klusmann, U. (2024). The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist, 59(2), 89–110. https://doi.org/10.1080/00461520.2023.2282446
Alexander Gilgur. (2023). Community Cohesion: Sentiment, Emotions, and Resilience. STEVENS INSTITUTE OF TECHNOLOGY , Hoboken.
Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2172929
Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving student learning outcomes through school culture, work motivation and teacher performance. International Journal of Instruction, 13(4), 885–902. https://doi.org/10.29333/iji.2020.13454a
Anasih, A. (2022). Kontribusi Peran Kepala Sekolah Sebagai Manajer Dan Disiplin Kerja Pendidik Terhadap Efektivitas Kerja Guru. Edum Journal, 5(2), 178–196. https://doi.org/10.31943/edumjournal.v5i2.121
Aquije-Mansilla, M. E., Rios, T. C.-D. los, Solis-Trujillo, B. P., & Pérez-Ruiz, J. C. (2025). Teaching strategies and development of creativity in education. Edelweiss Applied Science and Technology, 9(2), 1273–1282. https://doi.org/10.55214/25768484.v9i2.4749
Ari Irawan, Sri Setyaningsih, & Eka Suhardi. (2024). Strengthening Critical Thinking, Emotional Intelligence, Ethical Behavior, and Professional Commitment to Enhance Teacher Performance in Implementing the Independent Curriculum. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 9(2), 181–202. https://doi.org/10.25217/ji.v9i2.5110
Arifani, Y., Khaja, F. N. M., Suryanti, S., & Wardhono, A. (2019). The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness. 3L: Language, Linguistics, Literature, 25(3), 126–136. https://doi.org/10.17576/3L-2019-2503-10
Ata-Akturk, A., & Sevimli-Celik, S. (2023). Creativity in early childhood teacher education: beliefs and practices. International Journal of Early Years Education, 31(1), 95–114. https://doi.org/10.1080/09669760.2020.1754174
Bada, H. A., Tengku Ariffin, T. F., & Nordin, H. B. (2024). The Effectiveness of Teachers in Nigerian Secondary Schools: The Role of Instructional Leadership of Principals. International Journal of Leadership in Education, 27(1), 44–71. https://doi.org/10.1080/13603124.2020.1811899
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. Educational Psychology Review, 34(1), 259–300. https://doi.org/10.1007/s10648-021-09614-9
Bledow, R., Kühnel, J., & Kuhl, J. (2024). Personality dynamics turn positive and negative mood into creativity. Journal of Personality, 92(6), 1587–1601. https://doi.org/10.1111/jopy.12913
Bormasa, M. F. (2022). Kepemimpinan Dan Efektivitas Kerja. Jakarta.: CV Pena Persada.
Buheji, M. (2024). Avoiding Resilience Fatigue-Navigating “Collective Pain” and “Collective Happiness” in Gaza (War of 2023/2024). International Journal of Psychology and Behavioral Sciences, 14(1), 22–33. Retrieved from https://www.researchgate.net/publication/377780889
Calafato, R. (2024). Literature in language education: exploring teachers’ beliefs, practices, creativity, and literary competence. Pedagogies, 19(1), 80–98. https://doi.org/10.1080/1554480X.2022.2164500
Candeias, A. A., Portelada, A., Félix, A., & Galindo, E. (2024). Well-being and sustainability: impact of teacher centred coaching model. International Journal of Innovation Science. https://doi.org/10.1108/IJIS-07-2022-0130
Carden, J., Jones, R. J., & Passmore, J. (2023). An exploration of the role of coach training in developing self-awareness: a mixed methods study. Current Psychology, 42(8), 6164–6178. https://doi.org/10.1007/s12144-021-01929-8
Cayirdag, N. (2017). Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2017.6.0437
Charalambous, C. Y., Kyriakides, E., Kyriakides, L., & Tsangaridou, N. (2019). Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness. School Effectiveness and School Improvement, 30(4), 353–379. https://doi.org/10.1080/09243453.2019.1618877
Chen, J. (2019). Efficacious and Positive Teachers Achieve More: Examining the Relationship Between Teacher Efficacy, Emotions, and Their Practicum Performance. Asia-Pacific Education Researcher, 28(4), 327–337. https://doi.org/10.1007/s40299-018-0427-9
Chiarini, A., & Kumar, M. (2022). What is Quality 4.0? An exploratory sequential mixed methods study of Italian manufacturing companies. International Journal of Production Research, 60(16), 4890–4910. https://doi.org/10.1080/00207543.2021.1942285
Creswell, J. W. (2021). Research Design (Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran). . Yogyakarta: Pustaka Pelajar.
Damanik, J., & Widodo, W. (2024). Unlocking Teacher Professional Performance: Exploring Teaching Creativity in Transmitting Digital Literacy, Grit, and Instructional Quality. Education Sciences, 14(4), 384. https://doi.org/10.3390/educsci14040384
Dedy Yusuf Aditya, Setyaningsih, S., & Laihat, G. H. (2024). Optimizing Teacher Work Productivity through Transformational Leadership, Organizational Climate, and Teamwork. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 9(2), 220–241. https://doi.org/10.25217/ji.v9i2.5258
Elahi Shirvan, M., Taherian, T., Pawlak, M., & Kruk, M. (2024). The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12595
Felsenstein, D. R. (2024). Stress management strategies for NP practice. Nurse Practitioner, 49(2), 39–46. https://doi.org/10.1097/01.NPR.0000000000000144
Fung, D. (2022). Achieving individual and collaborative success: An investigation of guided group work and teacher participation in junior secondary science classrooms. International Journal of Educational Research, 111, 101908. https://doi.org/10.1016/j.ijer.2021.101908
Gächter, S., Starmer, C., & Tufano, F. (2023). Measuring “Group Cohesion” to Reveal the Power of Social Relationships in Team Production. The Review of Economics and Statistics, 1–45. https://doi.org/10.1162/rest_a_01283
Gai, T., Cao, M., Chiclana, F., Zhang, Z., Dong, Y., Herrera-Viedma, E., & Wu, J. (2023). Consensus-trust Driven Bidirectional Feedback Mechanism for Improving Consensus in Social Network Large-group Decision Making. Group Decision and Negotiation, 32(1), 45–74. https://doi.org/10.1007/s10726-022-09798-7
Geada, N. (2023). Enhancing Business Communications and Collaboration. https://doi.org/10.4018/978-1-6684-6786-2.ch002
Gearhart, C. A., Blaydes, M., & McCarthy, C. J. (2022). Barriers to and Facilitators for Teachers’ Wellbeing. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.867433
Gonlepa, M. K., Dilawar, S., & Amosun, T. S. (2023). Understanding employee creativity from the perspectives of grit, work engagement, person organization fit, and feedback. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1012315
González-García, H., Martinent, G., & Nicolas, M. (2022). Relationships between coach’s leadership, group cohesion, affective states, sport satisfaction and goal attainment in competitive settings. International Journal of Sports Science and Coaching, 17(2), 244–253. https://doi.org/10.1177/17479541211053229
Good, T. L. (2024). Reflecting on decades of teacher expectations and teacher effectiveness research: considerations for current and future research. Educational Psychologist, 59(2), 111–141. https://doi.org/10.1080/00461520.2024.2324386
Grossman, R., Nolan, K., Rosch, Z., Mazer, D., & Salas, E. (2022). The team cohesion-performance relationship: A meta-analysis exploring measurement approaches and the changing team landscape. Organizational Psychology Review, 12(2), 181–238. https://doi.org/10.1177/20413866211041157
Gultom, N. E., Munthe, R. N., & Purba, D. G. P. (2021). Peran Kepemimpinan Kepala Sekolah Pada Masa Pandemi Dalam Meningkatkan Efektivitas Kerja Guru Dan Pegawai Di Sekolah Dasar Negeri NO.122382 Kota Pematangsiantar. Manajemen: Jurnal Ekonomi, 3(2), 111–121. https://doi.org/10.36985/w4bszq95
Haim, K., & Aschauer, W. (2024). Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability. Sustainability, 16(6), 2257. https://doi.org/10.3390/su16062257
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7
Halimah, S., Retnowati, R., & Herfina, H. (2019). Hubungan Antara Kepemimpinan Visioner Kepala Sekolah Dan Keinovatifan Dengan Efektivitas Kerja Guru. Jurnal Manajemen Pendidikan, 7(2), 825–832. https://doi.org/10.33751/jmp.v7i2.1332
Hallam, L. (2023, November 26). The Psychology of Developing Group Cohesion in Sport. Humanities. Owlcation.
Han, W., & Abdrahim, N. (2023). Exploring a Supportive Ecosystem for Creative Teaching in Higher Education. International Conference on Computers in Education. https://doi.org/10.58459/icce.2023.1493
Hardhienata, S. (2017). The development of scientific identification theory to conduct operation research in education management. IOP Conference Series: Materials Science and Engineering, 166, 012007. https://doi.org/10.1088/1757-899X/166/1/012007
Harvey, S., & Berry, J. W. (2023). Toward a Meta-Theory of Creativity Forms: How Novelty and Usefulness Shape Creativity. Academy of Management Review, 48(3), 504–529. https://doi.org/10.5465/amr.2020.0110
Haryanto, S. (2024). Key Concepts of Modern Western Psychological Theory. International Journal of Educational Narratives, 2(1), 94–100. https://doi.org/10.70177/ijen.v2i1.658
Hasanudin, S. (2020). Kontribusi Gaya Kepemimpinan Kepala Madrasah Terhadap Efektivitas Kerja Guru Madrasah Ibtidaiyah. JURNAL MADINASIKA Manajemen Pendidikan …, 1(2), 83–91. Retrieved from https://ejournal.unma.ac.id/index.php/madinasika/article/view/480
He, Z. (2024). The Changing Process of Adolescents’ Self-Independence Consciousness: From the Perspective of David Hume’s Human Nature Theory and Freud’s Psychodynamic Theory. Journal of Education, Humanities and Social Sciences, 26, 584–589. https://doi.org/10.54097/wyhgeg55
Hepburn, S.-J., Carroll, A., & McCuaig, L. (2021). Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience. International Journal of Environmental Research and Public Health, 18(17), 9009. https://doi.org/10.3390/ijerph18179009
Herlinawati, H., Marwa, M., Ismail, N., Junaidi, Liza, L. O., & Situmorang, D. D. B. (2024). The integration of 21st century skills in the curriculum of education. Heliyon, 10(15), e35148. https://doi.org/10.1016/j.heliyon.2024.e35148
Hongyi, X., & Abdul Aziz, N. A. (2024). Teaching profession is stressful: lesson learned from Heilongjiang Province. International Journal of Evaluation and Research in Education (IJERE), 13(6), 4138. https://doi.org/10.11591/ijere.v13i6.29150
Januszka, D. L. (2023). The Effects of Systematic Reflection on Teacher SEL Skills. https://doi.org/10.4018/978-1-6684-7556-0.ch005
Jean Jr., C. V. L., & Ferinia, R. (2023). Kreativitas Karyawan sebagai Variabel Mediasi antara Motivasi dan Kinerja Karyawan. Jurnal Perspektif, 21(1), 79–89. https://doi.org/10.31294/jp.v21i1.15520
Jenkins, A. M., Bayer, N. D., Yousefi Nooraie, R., & Fiscella, K. (2023). Putting the Mix in Mixed Methods Research. Hospital Pediatrics, 13(12), e411–e415. https://doi.org/10.1542/hpeds.2022-007110
Jenkins, G. (2020). Teacher agency: the effects of active and passive responses to curriculum change. Australian Educational Researcher, 47(1), 167–181. https://doi.org/10.1007/s13384-019-00334-2
John, T. E. (2025). Work Motivation of Teachers. https://doi.org/10.4018/979-8-3373-0149-5.ch030
Kanik, M. (2023). Investigation of Group Cohesion and Achievement Motivation Levels of Hockey Nati. International Journal of Education Technology and Scientific Researches. https://doi.org/10.35826/ijetsar.684
Kasakewitch, J. P. G., Coelho, H. G. B., & Lima, B. B. (2025). Mixed methods research. In Translational Cardiology (pp. 469–473). Elsevier. https://doi.org/10.1016/B978-0-323-91790-2.00070-8
Khachaturova, M. R., & Fedorova, A. A. (2018). The Influence of Stress Factors on the Effectiveness of Passing the Assessment by Employees with Different Levels of Creativity. Social Psychology and Society, 9(1), 108–123. https://doi.org/10.17759/sps.2018090108
Khatami, M., Lai, W., He, D., & Haji-Othman, N. A. (2023). Examining the relationship between teachers’ creativity and students’ critical thinking in the context of EFL learning in Iran. Environment and Social Psychology, 8(3). https://doi.org/10.54517/esp.v8i3.2004
Kholifah, N., Nurtanto, M., Mutohhari, F., Subakti, H., Ramadhan, M. A., & Majid, N. W. A. (2024). The mediating role of motivation and professional development in determining teacher performance in vocational schools. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2421094
Knopik, T., & Domagała-Zyśk, E. (2022). Predictors of The Subjective Effectiveness of Emergency Remote Teaching During The First Phase of The COVID-19 Pandemic. International Electronic Journal of Elementary Education, 14(4), 525–538. https://doi.org/10.26822/iejee.2022.261
Koskey, K. L. K., May, T. A., Fan, Y. “Kate,” Bright, D., Stone, G., Matney, G., & Bostic, J. D. (2023). Flip it: An exploratory (versus explanatory) sequential mixed methods design using Delphi and differential item functioning to evaluate item bias. Methods in Psychology, 8, 100117. https://doi.org/10.1016/j.metip.2023.100117
Kreibich, A., Wolf, B. M., Bettschart, M., Ghassemi, M., Herrmann, M., & Brandstätter, V. (2022). How self-awareness is connected to less experience of action crises in personal goal pursuit. Motivation and Emotion, 46(6), 825–836. https://doi.org/10.1007/s11031-022-09942-5
Kumar, S., Sohbaty, Z., Jain, R., Shafi, I., & Rupeika-Apoga, R. (2024). Does Social Media Enhance Job Performance? Examining Internal Communication and Teamwork as Mediating Mechanisms. Big Data and Cognitive Computing, 8(10), 124. https://doi.org/10.3390/bdcc8100124
Lamb, K. N. (2021). Cultivating Creative Thinking in the Classroom. In Methods & Materials for Teaching the Gifted (pp. 279–297). New York: Routledge. https://doi.org/10.4324/9781003236610-19
Lambert, E., & Orkaido, K. (2024). Effect of Stress Management Practice on Employees’ Performance: Evidence from Private Higher Education Institutions in Ethiopia. Science Frontiers, 5(1), 4–12. https://doi.org/10.11648/j.sf.20240501.12
Lefebvre, J., Lefebvre, H., Gauvin-Lepage, J., Gosselin, R., & Lecocq, D. (2023). Reflection on teaching action and student learning. Teaching and Teacher Education, 134, 104305. https://doi.org/10.1016/j.tate.2023.104305
Liu, C. Y., Lin, W. W., & Wu, C. J. (2022). Understanding the properties and processes of a creative teacher team. International Journal of Educational Research, 111, 101909. https://doi.org/10.1016/j.ijer.2021.101909
London, M., Sessa, V. I., & Shelley, L. A. (2023). Developing Self-Awareness: Learning Processes for Self- and Interpersonal Growth. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 261–288. https://doi.org/10.1146/annurev-orgpsych-120920-044531
Loughland, T., & Alonzo, D. (2018). Teacher Adaptive Practices: Examining Links with Teacher Self-Efficacy, Perceived Autonomy Support and Teachers’ Sense of Adaptability. Educational Practice and Theory, 40(2), 55–70. https://doi.org/10.7459/ept/40.2.04
Mariam, S., Khawaja, K. F., Qaisar, M. N., & Ahmad, F. (2022). Knowledge-Oriented Leadership, Team Cohesion, and Project Success: A Conditional Mechanism. Project Management Journal, 53(2), 128–145. https://doi.org/10.1177/87569728211063128
Myrberg, E., Johansson, S., & Rosén, M. (2019). The Relation between Teacher Specialization and Student Reading Achievement. Scandinavian Journal of Educational Research, 63(5), 744–758. https://doi.org/10.1080/00313831.2018.1434826
Naidoo, K., & Naidoo, L. J. (2023). Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science and Technological Education, 41(1), 211–231. https://doi.org/10.1080/02635143.2021.1895098
Ngwenya, V. C. (2021). Recognising stressors and managing stress in bulawayo metropolitan province primary schools. SA Journal of Human Resource Management, 19. https://doi.org/10.4102/sajhrm.v19i0.1549
Nikolaidis, P., Ismail, M., Shuib, L., Khan, S., & Dhiman, G. (2022). Predicting Student Attrition in Higher Education through the Determinants of Learning Progress: A Structural Equation Modelling Approach. Sustainability (Switzerland), 14(20). https://doi.org/10.3390/su142013584
Noman, M., Xu, J., Kaur, A., & Fang, K. (2024). The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432241230662
Novita, L., Sukmanasa, E., Suhardi, E., & Suhendra, S. (2023). Optimizing and strengthening the productivity of lecturer’s scientific work. International Journal of Evaluation and Research in Education (IJERE), 12(3), 1336. https://doi.org/10.11591/ijere.v12i3.25101
Nuraprilia, S., & Sutarni, N. (2019). Pengaruh Implementasi Sistem Manajemen Mutu ISO 9001:2008 Terhadap Efektivitas Guru. Jurnal Pendidikan Manajemen Perkantoran, 4(2), 208. https://doi.org/10.17509/jpm.v4i2.18016
Nurazizah, H., Fitria, A., Komalasari, S., & Musfichin, M. (2024). Tes Potential Review Pada Pegawai BSPJI Banjarbaru Dalam Pengembangan Self Awareness. Sasambo: Jurnal Abdimas (Journal of Community Service), 6(1), 44–52. https://doi.org/10.36312/sasambo.v6i1.1678
Ostrum, R. F., Gilrain, K., & Smith, J. M. (2023). What’s Important: Living (and Thriving) with Stress. Journal of Bone and Joint Surgery, 105(16), 1283–1284. https://doi.org/10.2106/JBJS.23.00144
Park, J. H., Li, Y., & Niu, W. (2023). Revisiting creativity and critical thinking through content analysis. Journal of Creativity, 33(2), 100056. https://doi.org/10.1016/j.yjoc.2023.100056
Paudel, U., Parajuli, A., Shrestha, R., Kumari, S., Yadav, S. A., & Marahatta, K. (2022). Perceived stress, sources of stress and coping strategies among undergraduate medical students of Nepal: a cross-sectional study. F1000Research, 11, 167. https://doi.org/10.12688/f1000research.75879.1
Paudel, U., Parajuli, A., Shrestha, R., Kumari, S., Yadav, S. A., & Marahatta, K. (2024). Perceived stress, sources of stress and coping strategies among undergraduate medical students of Nepal: a cross-sectional study. F1000Research, 11, 167. https://doi.org/10.12688/f1000research.75879.3
Pazin Fadzil, A. H., Mistima, M. S., & Sofwan, M. M. (2022). Factors influencing teachers’ creative teaching: A systematic review. Cypriot Journal of Educational Sciences, 17(1), 250–264. https://doi.org/10.18844/cjes.v17i1.6696
Peacocke, C. (2023). Mental Action and Self‐Awareness (I). In Contemporary Debates in Philosophy of Mind (pp. 341–358). Wiley. https://doi.org/10.1002/9781394259847.ch20
Qu, Y., Liu, Z., Wang, Y., Chang, L., & Fan, H. (2023). Relationships among Square Dance, Group Cohesion, Perceived Social Support, and Psychological Capital in 2721 Middle-Aged and Older Adults in China. Healthcare (Switzerland), 11(14), 2025. https://doi.org/10.3390/healthcare11142025
Rahman, M. H., Bin Amin, M., Yusof, M. F., Islam, M. A., & Afrin, S. (2024). Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2327752
Reichenberg, M. (2024). Positive special education. In Positive Special Education (pp. 7–22). London: Routledge. https://doi.org/10.4324/9781003509141-2
Romero, R. (2025). A pathway to self-awareness, empathy and vulnerability: exploring autoethnography as a method for undergraduate teaching. Teaching in Higher Education, 30(2), 412–426. https://doi.org/10.1080/13562517.2024.2332269
Ruchiwit, M., Vuthiarpa, S., Ruchiwit, K., Muijeen, K., & Phanphairoj, K. (2024). A Synthesized Model for Applying Stress Management and Biofeedback Interventions in Research Utilization: A Systematic Review and Meta-analysis. Clin. Pract. Epidemiol. Ment. Health, 20(1). https://doi.org/10.2174/0117450179276691231229071003
Safira, P. I. (2024). Stres VS Coping Stress Mahasiswa Tingkat Akhir. ISTISYFA: Journal of Islamic Guidance and Counseling, 3(1). https://doi.org/10.29300/istisyfa.v3i1.4576
Sandya, M., & Kumar, K. S. (2024). A Study On Stress Management Among Employees Towards Alloy Industries With Reference To Coimbatore. E3S Web of Conferences, 491, 02030. https://doi.org/10.1051/e3sconf/202449102030
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial Least Squares Structural Equation Modeling. In Handbook of Market Research. Switzerlan: Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-57413-4_15
Sarwa, Simaremare, A., Hasibuan, N. I., & Priyadi, M. (2020). Teacher readiness in accommodating the TPACK framework to meet teacher competence the 21st Century. Journal of Physics: Conference Series, 1511(1), 012041. https://doi.org/10.1088/1742-6596/1511/1/012041
Setyaningsih, S. (2020). Penguatan Sumber Daya Manajemen Pendidikan Melalui Analisis Jalur (Path Analysis) & Metode SITOREM. In Bandung: Alfabeta, CV. Bandung: Alfabeta Cv.
Setyaningsih, S., & Suchyadi, Y. (2021). Implementation Of Principal Academic Supervision To Improve Teacher Performance In North Bogor. Jhss (Journal Of Humanities And Social Studies), 5(2), 179–183. https://doi.org/10.33751/jhss.v5i2.3909
Shand, R., & Goddard, R. D. (2024). The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations. Educational Policy. https://doi.org/10.1177/08959048241278290
Shela, V., Ramayah, T., Aravindan, K. L., Ahmad, N. H., & Alzahrani, A. I. (2023). Run! This road has no ending! A systematic review of PLS-SEM application in strategic management research among developing nations. Heliyon, 9(12), e22476. https://doi.org/10.1016/j.heliyon.2023.e22476
Skamagki, G., King, A., Carpenter, C., & Wåhlin, C. (2024). The concept of integration in mixed methods research: a step-by-step guide using an example study in physiotherapy. Physiotherapy Theory and Practice, 40(2), 197–204. https://doi.org/10.1080/09593985.2022.2120375
Soeharto, S., Subasi Singh, S., & Afriyanti, F. (2024). Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers. Thinking Skills and Creativity, 51, 101469. https://doi.org/10.1016/j.tsc.2024.101469
Suhailis, S., Isjoni, I., & Suanto, E. (2022). Pengaruh Pengetahuan Komputer Dan Sikap Inovatif Guru Terhadap Efektifitas Kerja Guru Smpn Kecamatan Langgam Kabupaten Pelalawan. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan, 5(2), 230. https://doi.org/10.31258/jta.v5i2.230-248
Surya, J. ., Wibowo, M. E. ., & Mulawarman, M. (2023). The Effect of Mindfulness and Self-awareness on Coping Stress of Students at Buddhist Universities in Central Java. . Jurnal Bimbingan Konseling, 12(1), 97–106.
Sweeten, K. W. (2022). Work Team Cohesion Effects on Agile Scrum Team Performance: a Predictive Study (Capella University ; Vol. 2). Capella University . Retrieved from https://search.proquest.com/openview/5f3c93f020c35da9008c2dce7fb65591/1?pq-origsite=gscholar&cbl=18750&diss=y
Tamsah, H., Ilyas, J. B., & Yusriadi, Y. (2021). Create teaching creativity through training management, effectiveness training, and teacher quality in the covid-19 pandemic. Journal of Ethnic and Cultural Studies, 8(4), 18–35. https://doi.org/10.29333/ejecs/800
Teerawongpairoj, C., Tantipoj, C., & Sipiyaruk, K. (2024). The design and evaluation of gamified online role-play as a telehealth training strategy in dental education: an explanatory sequential mixed-methods study. Scientific Reports, 14(1), 9216. https://doi.org/10.1038/s41598-024-58425-9
Vadivel, B., Namaziandost, E., & Saeedian, A. (2021). Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.757285
Valquaresma, A., & Coimbra, J. L. (2021). Lugar e funções psicológica e educacional da Criatividade no currículo implementado da educação pré-escolar e do ensino básico: Contributos de um grupo de discussão focalizada com docentes portugueses. https://doi.org/10.36367/ntqr.7.2021.386-395
Villalustre, L., Cueli, M., & Zarzuelo, D. (2024). The Bidirectional Relationship between Meta-Creativity and Academic Performance in University Students. Education Sciences, 14(3), 252. https://doi.org/10.3390/educsci14030252
Vishnoi, S. K., Mathur, S., Bagga, T., Singhal, A., Rawal, P., Sharma, S., & Yadav, R. (2024). Construct modelling, statistical analysis and empirical validation using PLS-SEM: a step-by-step guide of the analysis procedure. International Journal of Data Analysis Techniques and Strategies, 16(2), 162–180. https://doi.org/10.1504/IJDATS.2024.137877
Volobuiev, V. (2025). Study Group Cohesion As The Factor Of Effective Formation Of Professional Competence Of Future Specialists. Border Security And Management, 5(10), 280–291. https://doi.org/10.17770/bsm.v5i10.8301
Vrazhnova, M. N., Anastasov, M. S., & Nikiporets-Takigawa, G. Y. (2021). Impact of professional self-improvement on the effectiveness of teachers in distance education. Revista Tempos e Espaços Em Educação, 14(33), e16159. https://doi.org/10.20952/revtee.v14i33.16159
Wiharjanto, D., Rusmana, R., & Suharyat, Y. (2024). Analisis Faktor Stres Pada Kinerja Sumber Daya Manusia. NUSRA: Jurnal Penelitian Dan Ilmu Pendidikan, 5(1), 71–78. https://doi.org/10.55681/nusra.v5i1.1852
Wong, L. ., Gerras, S. ., Kidd, W. ., Pricone, R. ., & Swengros, R. (2022). Strategic leadership competencies. US Army War College., United States .
Yahşi, Ö. (2021). Examination of educators’ self-efficacy for effective communication. Cypriot Journal of Educational Sciences, 16(2), 451–467. https://doi.org/10.18844/cjes.v16i2.5622
Zamecnik, A., Villa-Torrano, C., Kovanović, V., Grossmann, G., Joksimović, S., Dimitriadis, Y., & Pardo, A. (2022). The cohesion of small groups in technology-mediated learning environments: A systematic literature review. Educational Research Review, 35, 100427. https://doi.org/10.1016/j.edurev.2021.100427
Zhan, Z., He, L., & Zhong, X. (2024). How does problem-solving pedagogy affect creativity? A meta-analysis of empirical studies. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1287082
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Evi Fitriyanti, Eka Suhardi, Rita Retnowati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
