Enhancing Teachers' Resilience in Special Needs Education
DOI:
https://doi.org/10.47577/ijitss.v4i.146Abstract
Teachers working in special needs education face numerous challenges that demand resilience at emotional, cognitive, and physical levels. Resilience is essential in managing classroom complexities, navigating policy changes, and ensuring the well-being of both students and educators. This study aims to investigate factors influencing teachers' resilience in special needs education and identify effective strategies for fostering and maintaining resilience. The study employs a mixed-methods approach, utilizing both quantitative surveys and qualitative interviews to gather comprehensive data from special needs educators. Through statistical analysis and thematic evaluation, this research identifies key determinants of teacher resilience, including support systems, workload management, professional development, and coping mechanisms.
The findings of this study contribute to the existing body of knowledge by providing insights into the personal, institutional, and policy-related factors that shape resilience among teachers. The results will inform policymakers, educational institutions, and stakeholders on effective interventions and strategies to support teachers in special needs education. Given the increasing prevalence of burnout and attrition in the teaching profession, fostering resilience is vital for sustaining a high-quality, inclusive education system.
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Copyright (c) 2024 Marini Kasim, Mohan Rathakrishnan
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