KEWAJIBAN MORAL YANG MENGIKAT: POTRET AFFECTIVE, NORMATIVE DAN CONTINUANCE COMMITNET GURU SEKOLAH DASAR

Abstract

Abstract: This study aims to map the level of teacher commitment in primary schools based on the three-dimensional framework of Meyer and Allen, namely affective commitment, normative commitment, and continuance commitment. The research subjects consisted of 15 teachers from SDN 1 Karangsari and MI Khoiru Ummah Garut, selected through simple random sampling. A survey method was applied using a Likert-scale questionnaire, and the data were analyzed descriptively by calculating mean scores, percentages, and categories. The findings reveal that affective commitment is at a moderate level (80%), normative commitment is at a high level (82.66%), and continuance commitment is at a moderate level (80%). Thus, normative commitment emerges as the dominant dimension. These results indicate that teachers possess a strong moral obligation to remain in their schools, although emotional attachment and rational considerations still need to be strengthened. The study recommends reinforcing meaningful work, career development opportunities, instructional leadership, and a collaborative culture as key strategies to enhance teacher commitment comprehensively.

Keywords: teacher commitment, elementary school, affective, normative, continuance

Abstrak:  Penelitian ini bertujuan memetakan tingkat commitment guru sekolah dasar berdasarkan tiga dimensi Meyer dan Allen, yaitu affective commitment, normative commitment, dan continuance commitment. Subjek penelitian adalah 15 guru di SDN 1 Karangsari dan MI Khoiru Ummah Garut yang dipilih melalui simple random sampling. Metode yang digunakan adalah survei dengan angket skala Likert, kemudian data dianalisis secara deskriptif melalui perhitungan skor rata-rata, persentase, dan kategori. Hasil penelitian menunjukkan bahwa affective commitment berada pada kategori sedang (80%), normative commitment berada pada kategori tinggi (82,66%), dan continuance commitment berada pada kategori sedang (80%). Dengan demikian, dimensi normatif muncul sebagai komitmen dominan. Temuan ini mengindikasikan bahwa guru memiliki kewajiban moral yang kuat untuk bertahan, meskipun keterikatan emosional dan pertimbangan manfaat masih perlu diperkuat. Penelitian ini merekomendasikan penguatan makna kerja, jalur pengembangan karier, kepemimpinan instruksional, dan budaya kolaboratif sebagai strategi peningkatan kualitas commitment guru secara menyeluruh.

Kata kunci: komitmen guru, sekolah dasar, affective, normative, continuance