A Description of Psychological Well-being of Physical

Educator’s Candidates

Kurnia Tahki

, Deasyanti

, Juriana

Sport Science Faculty of Universitas Negeri Jakarta Pemuda Street No. 10, Jakarta, Indonesia, 13220

Educational Psychology Faculty of Universitas Negeri Jakarta, Halimun Street No. 2, Jakarta, Indonesia,12980

Keywords: Psychological Well-being, Physical Educator

Abstract: A physical educator must ready when starting teaching and becoming a professional teacher in the

community. One important thing that they must have is a good psychological well-being condition,

especially at the end of the year in college. The purpose of this study is to describe the psychological well-

being of physical educator’s candidates. This research was conducted at Universitas Negeri Jakarta (UNJ) in

January-June 2019 using survey method with quantitative approach. The number of samples is about 232

students from physical education study programs using simple random sampling with proportional

technique. Data of psychological well-being was obtained through a six-dimensional questionnaire:

autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-

acceptance. The data is then tested and analyzed by using descriptive statistics. The results showed that

majority of physical educator’s candidates have moderate psychological well-being (72.4%). All of

psychological well being dimensions must be increased, so it requires appropriate trainings as a follow-up

to improve the psychological well-being of physical educator’s candidates.

INTRODUCTION

Physical education is the process of education

through physical activities to achieve educational

goals, where the objectives of physical education

itself are classified into four categories, namely:

physical development, motion development, mental

development, and social development (Lutan, 2001;

Suherman, 2000). Therefore, in addition to an

increase in physical fitness and motor skills,

through the process of physical education, it is also

hoped that there will be an increase in growth and

development of all aspects of physical,

psychomotor, cognitive, and affective students in

each student (Samsudin, 2008).

Physical educators are professional jobs that

demand to have a set of competencies obtained

through formal education in the field of physical

education and refer to certain verification in

carrying out work as a physical educator (Usman,

1995; Ateng, 1990). Meanwhile, according to Asim

(2000), physical educators have several criteria

presented as follows; (1) work/occupation with

specific expertise, (2) requires academic and

professional educational background, (3) has a code

of ethics, (4) has a bond of collegiality, and (5)

obtains recognition and appreciation from the

community so that it can be a source of life .

The results of Cox and Williams's (2008)

research on 508 students showed the great role of

physical education teachers in motivating students

to take part in the physical education learning

process. If students have a good perception about

the competence of physical education teachers, then

the motivation of students in participating in

learning would be high. In addition, it is known that

if students have a good perception of the autonomy

of physical education teachers, then the motivation

of students in following the lessons would also be

high.

Educators who have a good psychological well-

being, they would have the determination of

themselves in carrying out a desire and self-

actualization, namely the accuracy of a person in

placing themselves according to their abilities.

Individuals with high psychological well-being

exhibit significant satisfaction with their lives and

the ability to handle daily life, which is subjective

624

Tahki, K., Deasyanti, . and Juriana, .

A Description of Psychological Well-being of Physical Educator’s Candidates.

DOI: 10.5220/0009799806240628

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 624-628

ISBN: 978-989-758-457-2

(Diener, 2000).

According to WHO, psychological well-being

shows complete physical, mental and social well-

being (Gautam and Kaur, 2018) so that individuals

can function effectively and adapt to the

environment (Huppert, 2009). Psychological well-

being shows a person's feelings that range from

negative mental conditions (such as anxiety,

depression) to positive mental conditions (such as

self-actualization, life satisfaction) (Ummu, 2014).

Discussion of psychological well-being is also often

associated with freedom from anxiety and

depression conditions (Li, Wang, and Xiao, 2014).

The development of positive relationships

between physical educators and students would

have an impact on their educational process. A

physical educator not only masters in methodology,

content, evaluation and goals, but also must build

emotional and motivational dimensions towards

students. Therefore, physical educators need to

further empower themselves, must be able to

improve a pleasant environment for their students,

and build healthy communities so as to achieve the

development of human potential as much as

possible. (Baez, Stobaus, and Masquera, 2016).

This study about psychological well-being of

physical educator candidates related to happiness as

the results of research by Ghasempour, Jodat,

Soleimani, and Shabanlo (2013). The six

dimensions of Psychological well-being used in this

study are based on Ryff and Singer (1996), namely:

1) Self-acceptance; 2) Positive relationships with

others; 3) Autonomy; 4) Environmental mastery; 5)

purpose of life; and 6) personal growth.

Self-acceptance is characterized by recognizing

and accepting various aspects of feeling good and

bad, positive feelings about life. Frustration and

anger are expressions of emotions due to lack of

self-acceptance (Ben-Zur, 2003). Positive

relationships with others are characterized by

feelings of warmth, comfort, trust in others, and

attention to the safety of others. Individuals who are

able to become understanding and supportive

listeners show healthier mental status (Thomas,

2003). Autonomy is indicated by the quality of self-

determination, freedom, and rules of behavior

originating from within ourselves. Diligence and

confidence are able to control social pressure in

thinking and acting; awareness of good behavior;

always self-evaluation with personal standards.

Environmental mastery is the ability of individuals

to choose or create an environment that suits their

psychological condition. For example, the ability to

organize the environment includes effective use of

opportunities; able to choose and create personal

needs and desires. This is also related to the ability

of individuals to express their emotions

appropriately in social interactions (Lavee and Ben-

Ari, 2004). The purpose of life is shown by the

individual with purpose in life and direction.

Meanwhile, personal growth opens new experiences

is realistic on their potential, and constantly

develops themselves and behavior throughout time.

Thus individuals are able to carry out their positive

functions both in their personal lives and in people's

lives (Negovan, 2010).

2 RESEARCH METHOD

2.1 Research Type

This research is survey research, using descriptive

statistical analysis to obtain valid item items and

suitable to be used to measure psychological well-

being of physical educator candidates.

2.2 Research Time and Place

The Reserach was conducted at Sport Science

Faculty in Universitas Negeri Jakarta located in

Rawamangun, East Jakarta. It was conducted from

January to June 2019.

2.3 Research Subject

The research sample was taken by means of random

sampling from each batch of physical education

study program was 232 people.

2.4 Data, Instrument, Data Collection

Technique

Psychological well-being instruments used in this

study consist of 6 main dimensions according to

Ryff and Singer (1996) and Ryff in Gautam and

Kaur (2018), namely: 1) Self-acceptance (2 items);

2) Positive relationships with others (3 items); 3)

Autonomy (3 items); 4) Environmental mastery (4

items); 5) Purpose of life (2 items); and 6) Personal

growth (4 items). F

or favorable items, the score for each

answer is presented as follows: strongly disagree=1,

disagree=2, doubt=3, agree=4, strongly agree=5; for

unfavorable items, the score for each answer is as follows:

strongly disagree=5, disagree=4, doubt=3, agree=2,

strongly agree=1.

A Description of Psychological Well-being of Physical Educator’s Candidates

625

3 RESULT AND DISCUSSION

3.1 Research Result

Based on the results of total data processing, it is

known that the highest score=90, the lowest

score=47, the standard deviation=7.9, and the

mean=67.4, it is known that the majority of physical

educator‘s candidates have Psychological well-being

which is categorized as moderate or 72.4% (168

people), while 15.1% (35 people) belong to the high

category and 12.5% (29 people) belong to the low

category. Complete results of each dimension can be

seen in the table:

Table 1: Frequency Distribution of Self-Acceptance

No Category

Frequenc

Absolute Relative

1 Hi

h 46 19.8%

2 Moderate 169 72.9%

3 Low 17 7.3%

Total 232 100.0%

Through the highest score=10, the lowest

score=4, the standard deviation=1.3, and the

mean=7.5, it is known that majority of physical

educator’s candidates have self-acceptance that is

classified as in the moderate category, which is 169

people or 72.9%. Meanwhile, the remaining 46

people or 19.8% belong to high self-acceptance and

17 people or 7.3% belong to low self-acceptance.

This shows that most of physical educator’s

candidates from UNJ already feel happy and grateful

for their lives as students today, although some have

not felt that way. Psychological well-being is always

related to feelings of happiness (Ghasempour, Jodat,

Soleimani, and Shabanlo, 2013) and is free from

depression (Li, Wang, and Xiao, 2014).

Table 2: Frequency Distribution of Positive Relationship

with Others

No Category

Frequenc

Absolute Relative

1 Hi

h 28 12.1%

2 Moderate 188 81%

3 Low 16 6.9%

Total 232 100.0%

Through the highest score=15, the lowest

score=5, the standard deviation=1.8, and the

mean=11.5, it is known that majority of physical

educator’s candidates have positive relationship with

others that is classified as in the moderate category,

which is 188 people or 81%. Meanwhile, the

remaining 28 people or 2.1% belong to high positive

relationship with others and 16 people or 6.9%

belong to low positive relationship with others. This

shows that most of physical educator’s candidates

from UNJ have been able to adapt well (Gautam and

Kaur, 2018). Their relationship with environment is

also quite good, although it still needs to improve its

character in the future (Shields, Bredemeien, La Voi,

Power, 2005).

Table 3: Frequency Distribution of Autonomy

No Category

Frequenc

Absolute Relative

1Hi

h33 14.2%

2 Moderate 186 80.2%

3Low 13 5.6%

Total 232 100.0%

Through the highest score = 15, the lowest score

= 7, the standard deviation = 1.6, and the mean =

11.9, it is known that majority of physical educator’s

candidates have autonomy that is classified as in the

moderate category, which is 186 people or 80.2%.

Meanwhile, the remaining 33 people or 14.4%

belong to high autonomy and 13 people or 5.6%

belong to low autonomy. This shows that most of

physical educator‘s candidates from UNJ already

have independence and are able to hold the principle

that is believed to be true by themselves.

Meanwhile, some still rely more on others in making

decisions.

Table 4: Frequency Distribution of Environmental

Mastery

No Category

Frequenc

Absolute Relative

1Hi

h42 18.1%

2 Moderate 161 69.4%

3 Low 29 12.5%

Total 232 100.0%

Through the highest score = 20, the lowest score

= 7, the standard deviation = 2.4, and the mean =

13.4, it is known that majority of physical educator’s

candidates have environmental mastery that is

classified as in the moderate category, which is 161

people or 69.4%. Meanwhile, the remaining 42

people or 18.1% belong to high environmental

mastery and 29 people or 12.5% belong to low

environmental mastery. This shows that there are

still not many physical educators’ candidates from

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

626

UNJ who dare to take part in external activities.

However, most of them have shown their efforts to

survive college even though it makes them feel tired.

They try to carry out their positive functions in

society (Negovan, 2010).

Table 5: Frequency Distribution of Purpose of Life

No Category

Frequenc

Absolute Relative

1 Hi

h 23 9.9%

2 Moderate 201 86.7%

3 Low 8 3.4%

Total 232 100.0%

Through the highest score=10, the lowest

score=4, the standard deviation=1.3, and the

mean=7.8, it is known that majority of physical

educator’s candidates have purpose of life that is

classified as in the moderate category, which is 201

people or 86.7%. Meanwhile, the remaining 23

people or 9.9% belong to high purpose of life and 8

people or 3.4% belong to low purpose of life. This

shows that there are quite a lot of physicaleducator’s

candidates from UNJ who have a clear picture of the

future of careers in sports, while few of them still

have not been maximal in planning college activities

so far.

Table 6: Frequency Distribution of Personal Growth

No Category

Frequenc

Absolute Relative

1 Hi

h 35 15.1%

2 Moderate 187 80.6%

3 Low 10 4.3%

Total 232 100.0%

Through the highest score=20, the lowest

score=10, the standard deviation=1.8, and the

mean=15.7, it is known that majority of physical

educator’s candidates have personal growth that is

classified as in the moderate category, which is 187

people or 80.6%. Meanwhile, the remaining 35

people or 5.1% belong to high personal growth and

10 people or 4.3% belong to low personal growth.

This shows that there are still quite a lot of physical

educator’s candidates from UNJ who have not been

fully able to actualize themselves and develop all

their talents and abilities in the sports field (Ummu,

2014).

4 CONCLUSION

Based on the results of the research described

above, a number of things can be concluded as

follows: 1) majority of physical educator’s

candidates have moderate psychological well-being

(72.4%); 2) the six dimensions of psychological

well-being (self-acceptance, positive relationship

with the environment, self-autonomy, mastery of

the environment, life goals, and personal growth)

must be increased through certain training programs

so that physical educator’s candidates can adapt

more quickly and feel happy to be professional

teachers in the future.

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(Jakarta: Kompasiana)

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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