PENGARUH DUKUNGAN SOSIAL TERHADAP STRES KERJA PADA GURU DENGAN KETERBUKAAN DIRI SEBAGAI VARIABEL MEDIATOR

Work stress is a psychological factor that can hinder teachers' performance in fulfilling
their professional roles within the school environment. In the educational context,
social support serves as a vital resource that helps teachers cope with work-related
pressures. However, the influence of social support on work stress is not always direct
and may be mediated by internal factors such as self-disclosure. This study aims to
examine the mediating role of self-disclosure in the relationship between social support
and work stress among teachers. A quantitative approach was employed using a survey
method and path analysis. Participants consisted of 202 teachers from early childhood
to senior high school levels in Palangka Raya, selected through purposive sampling.
The instruments used included the Multidimensional Scale of Perceived Social Support
(MSPSS), the Revised Self-Disclosure Scale (RSDS), and the Teacher Stress Inventory
(TSI). Data analysis was conducted using PROCESS Macro Model 4 by Hayes. The
results showed that social support had a negative but statistically non-significant effect
on work stress (β = -0.2280; p = 0.1437), while an indirect effect through selfdisclosure
as a mediator was significant (β = 0.2053; LLCI = 0.1151; ULCI = 0.2950).
These findings suggest that self-disclosure plays a significant mediating role in the
relationship between social support and work stress. The study highlights the
importance of enhancing social support and developing self-disclosure skills as efforts
to reduce work stress among teachers.