MEANINGFUL WORK GENERASI Z: STUDI FENOMENOLOGI PADA GURU SEKOLAH SWASTA KATOLIK DI TANGERANG SELATAN

Abstract

This study explores how four Generation Z teachers in a Catholic private school in South Tangerang experience and interpret commitment to the teaching profession through meaningful work. A qualitative phenomenological design was employed. Data were collected through in-depth interviews and analyzed thematically with ATLAS.ti to identify recurring patterns and the essence of participants’ experiences. The findings indicate three recurring sources of meaningful work: perceived impact on students’ development, meaningful interpersonal relationships, and opportunities to enact personal values and a sense of calling through work. In the experiences of these four participants, commitment to the profession was frequently interpreted through meaningful work, whereas attachment to the school was more conditional on organizational experiences that enabled or constrained impact, relationships, growth, and valued ways of working. Administrative demands and organizational arrangements that restrict pedagogical relationships were narrated as experiences that could reduce engagement. These findings are interpretive and context-bound; they do not establish causal relationships or represent Generation Z teachers as a homogeneous group.

Penelitian ini mengeksplorasi bagaimana empat guru Generasi Z di sebuah sekolah swasta Katolik di Tangerang Selatan mengalami dan memaknai komitmen terhadap profesi guru melalui meaningful work. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi. Data diperoleh melalui wawancara mendalam dan dianalisis secara tematik dengan dukungan ATLAS.ti untuk mengidentifikasi pola serta esensi pengalaman partisipan. Hasil menunjukkan tiga sumber meaningful work yang berulang, yaitu dampak terhadap perkembangan siswa, relasi interpersonal yang bermakna, serta kesempatan menghidupi nilai personal dan panggilan melalui pekerjaan. Dalam pengalaman keempat informan, komitmen terhadap profesi kerap dimaknai melalui meaningful work, sedangkan keterikatan terhadap sekolah bersifat lebih kondisional terhadap pengalaman organisasional yang memungkinkan atau membatasi dampak, relasi, pertumbuhan, dan penghayatan nilai. Beban administratif dan sistem yang membatasi relasi pedagogis dinarasikan sebagai pengalaman yang dapat mengurangi keterlibatan. Temuan ini bersifat interpretatif dan kontekstual, tidak menguji hubungan kausal, dan tidak dimaksudkan untuk merepresentasikan guru Generasi Z sebagai kelompok yang homogen.