I am Tired of Teaching: Relationship between Teachers’ Boredom and Their Psychological Disorders during Covid-19 Pandemic

Imam Ariffudin, Ajeng Intan Nur Rahmawati


Abstract: The continuous practice of online learning potentially carries boredom and negative effects on teachers’ psychology. This study investigates the effects of boredom on teachers’ psychological disorders during online learning. This correlational study used an explanatory design, involving 113 teachers from different educational levels (junior, senior, and vocational schools) in Malang, Indonesia. The participants were selected through cluster random sampling technique. The data collection process was carried out using two standardized instruments, the DASS 21 (Depression, Anxiety, and Stress Scale) and ABS-10 (Academic Boredom Scale). The obtained data were analyzed using correlation and linear regression analysis to examine the relationship and degree of contribution of predictor variable toward the dependent variable. The results indicate that boredom has a significant relationship with teachers’ psychological disorders. The boredom toward the online learning routine is a predictor carrying significant contribution toward teachers’ psychological disorders. The findings conclude that the psychological help and coping strategy enhancement to face boredom are essential for teachers.

Abstrak: Kegiatan mengajar secara daring (dalam jaringan) yang dilakukan secara terus menerus berpotensi memunculkan kejenuhan pada guru dan berdampak negatif pada kesehatan psikologis mereka. Penelitian ini bertujuan menganalisis hubungan kejenuhan terhadap gangguan psikologis yang dialami oleh guru selama pelaksanaan kegiatan pembelajaran daring. Penelitian korelasional dengan desain eksplanatori digunakan untuk menjawab tujuan penelitian. Seratus tiga belas guru dari tiga jenjang pendidikan yang berbeda (sekolah menengah pertama, sekolah menengah atas, dan sekolah menengah kejuruan) di kota dan kabupaten Malang, Indonesia dipilih menggunakan teknik cluster random sampling. Data dikumpulkan menggunakan dua instrument terstandard, yaitu DASS 21 (Depression, Anxiety and Stress Scale) dan ABS-10 (Academic Boredom Scale). Data yang telah terkumpul lantas dianalisis menggunakan analisis korelasi dan regresi linier untuk mengetahui hubungan dan besaran kontribusi dari variabel prediktor terhadap variabel dependen. Hasil menunjukkan bahwa kejenuhan berhubungan signifikan dengan gangguan psikologis yang dialami oleh guru. Kejenuhan terhadap rutinitas selama kegiatan pembelajaran daring merupakan prediktor yang berkontribusi signifikan terhadap gangguan psikologis guru. Berdasar pada hasil analisis, penting bagi guru untuk mendapat bantuan psikologis dan meningkatkan keterampilan strategi coping yang baik untuk menanggulangi kejenuhan.


psychological effects; online learning; boredom; Covid-19; dampak psikologis; pembelajaran daring; kejenuhan

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DOI: http://dx.doi.org/10.17977/10.17977/um001v6i32021p105-111


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