HUBUNGAN PROBLEM-FOCUSED COPING DAN KINERJA PADA GURU TK

Teacher performance is the main focus in efforts to improve the overall quality of education. Therefore, important to improve teacher performance through the application of coping strategies, namely problem-focused coping. This study aims to determine the relationship between problem-focused coping and performance in kindergarten. The number of subjects used in this study was 216 teachers. Using the quantitative method of pearson correlation test to test the relationship between variables. The scales used were the Brief Coping Orientation to Problem Experienced (COPE) scale and the Individual Work Performance Questionnaire (IWPQ). The results of the study showed a positive and significant relationship between problem-focused coping and teacher performance with a correlation of 0.608 and a significance of <0.001, which means that the higher the problem-focused coping, the higher the teacher's performance. For schools, it is necessary to provide training programs and support for teachers to develop effective coping strategies in facing challenges in the work environment.