Pengaruh Emotional Intelligence dan Perceived Organizational Support terhadap Workforce Agility Guru dengan Psychological  Empowerment sebagai Variabel Mediasi

Erwin Martandu; Mohammad Fakhruddin Mudzakir

doi:10.37385/ceej.v7i1.9872

Authors

Erwin Martandu Universitas Airlangga
Mohammad Fakhruddin Mudzakir Universitas Airlangga

DOI:

https://doi.org/10.37385/ceej.v7i1.9872

Keywords:

Emotional Intelligence, Perceived Organizational Support, Psychological Empowerment, Workforce Agility, Guru

Abstract

Kebijakan di dunia pendidikan yang terus berubah-ubah, termasuk dinamika pergantian kurikulum, percepatan digitalisasi, serta meningkatnya beban administrasi guru, menuntut guru untuk memiliki tingkat adaptasi yang tinggi agar mampu beradaptasi dengan tuntutan dan dinamika lingkungan sekolah. Workforce agility sangat diperlukan untuk beradaptasi ditengah tantangan yang dihadapi guru. Penelitian ini bertujuan untuk menganalisis pengaruh emotional intelligence dan perceived organizational support terhadap workforce agility pada guru sekolah dasar dan sekolah menengah pertama negeri di Kota Kendari, dengan psychological empowerment sebagai variabel mediasi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei yang melibatkan 349 guru SD dan SMP negeri, dipilih melalui teknik proportionate stratified random sampling. Analisis data dilakukan menggunakan Structural Equation Modeling (SEM) dengan bantuan perangkat lunak AMOS. Hasil penelitian menunjukkan bahwa emotional intelligence dan perceived organizational support berpengaruh positif dan signifikan terhadap workforce agility. Psychological empowerment juga terbukti berpengaruh signifikan terhadap workforce agility serta berperan sebagai mediator parsial pada hubungan antara emotional intelligence dan perceived organizational support terhadap workforce agility. Temuan ini menegaskan pentingnya regulasi emosi, persepsi dukungan organisasi, serta pemberdayaan psikologis dalam memperkuat kemampuan guru untuk tetap adaptif, tangguh, dan responsif terhadap perubahan kebijakan serta dinamika kerja. Penelitian ini memberikan implikasi praktis bagi sekolah dan pemerintah daerah untuk memperkuat dukungan organisasi dan mengembangkan program peningkatan kompetensi emosional serta pemberdayaan guru.

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