Research Article
Protective Factors for Teacher Resilience in Elementary Special Educations
@INPROCEEDINGS{10.4108/eai.30-11-2020.2303753, author={Zarina Akbar and Mauna Mauna}, title={Protective Factors for Teacher Resilience in Elementary Special Educations }, proceedings={Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia}, publisher={EAI}, proceedings_a={ICONS}, year={2021}, month={1}, keywords={teacher resiliency protective factors elementary school special educations}, doi={10.4108/eai.30-11-2020.2303753} }- Zarina Akbar
Mauna Mauna
Year: 2021
Protective Factors for Teacher Resilience in Elementary Special Educations
ICONS
EAI
DOI: 10.4108/eai.30-11-2020.2303753
Abstract
This research aims to examine the protective factors associated with resiliency among teachers in elementary special educations. Psychological resilience is maintained to be fundamental for teachers because they are constantly exposed to various stressors that they only have a little control, such as a high workload, conflicting demands, lack of recognition, poor physical environment and student’s misbehavior. Teacher resilience is very important in enabling the teacher to respond positively to the challenging circumstances. Related to this research, some participants have completed the survey developed to represent the measurement of some protective factors, namely the self-compassion and self-esteem. Regression analysis was used to determine the association among protective factors for the resilience. The results indicate that the two protective factors contribute to teacher resilience. It can be concluded that supporting the teacher resilience is a promising practice that is important to the educational planning efforts especially in elementary special educations.
