Pengaruh Kepemimpinan Partisipatif Terhadap Burnout Guru Di Banyuasin III

Abstract

This study aims to determine the effect of participatory leadership on teacher burnout in Banyuasin III, South Sumatra. A total of 100 teachers from several elementary and junior high schools in Banyuasin III were selected using proportional cluster sampling. Data were collected through a participatory leadership scale and the Maslach Burnout Inventory (MBI), which measures three dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. The data were analyzed using descriptive statistics, normality test, linearity test, and simple linear regression analysis with SPSS version 27. The results show that participatory leadership has a significant negative effect on teacher burnout, with a regression coefficient of -0.67 (p < 0.05) and an R² value of 0.483, indicating that 48.3% of variations in teacher burnout levels can be explained by participatory leadership. The remaining 51.7% is influenced by other factors such as workload, social support, and individual characteristics. Based on the frequency distribution, 25% of teachers experience high burnout, characterized by emotional fatigue, depersonalization, and low personal achievement. However, 65% of respondents reported that participatory leadership was implemented well, contributing to a more supportive school environment. This suggests that participatory leadership, which involves teachers in decision-making processes, effectively reduces stress and improves job satisfaction. Despite these findings, authoritarian or bureaucratic leadership styles still persist in some schools in Banyuasin III, contributing to high levels of work stress and professional dissatisfaction. Therefore, training in participatory leadership for school principals and the formation of regular communication forums between teachers and school management are recommended to enhance teacher welfare and improve educational quality