This study examines the life satisfaction and self-development initiatives among non-permanent teachers (honorary) in primary schools. A survey was conducted on 163 honorary teachers in Jakarta and surrounding areas, using the Life Satisfaction and Personal Growth Initiative Scale. The data collected was processed using Rasch Model, and the main findings indicated the presence of life satisfaction and self-development initiatives amongst honorary teachers in primary schools. Furthermore, the Differential Item Functioning (DIF) analysis showed the occurrence of significantly different response pattern from 3 out of the 8 demographic aspects tested, including gender, monthly income received, and honorary teachersÂ’ location. Specifically, male teachers reportedly had better abilities in taking steps to improve interpersonal lives, while honorary teachers earning IDR > 3 million/month (1) have more difficulties in taking roles according to subjective wishes, and; (2) tend to continue living as they are. These scenarios are comparably different amongst individuals earning IDR < 3 million/month. We also find that there are differences in the response of honorary teachers in primary schools in the areas of Jakarta, Depok, Tangerang, Bogor and Bekasi. In addition, the implications of the research findings are also an important part discussed in this article.
Key words: Life satisfaction; Self-development initiatives; Honorary teachers; Primary schools; Indonesia; Rasch model
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