Protective Factors For Teacher Resilience In Elementary Special Educations


  • Zarina Akbar Faculty of Psychology Universitas Negeri Jakarta
  • Mauna Mauna Faculty of Psychology Universitas Negeri Jakarta


Teacher, Resiliency, Protective Factors, Elementary School, Special Educations


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. The information obtained regarding the protective factors can be used by school administrators to help in fostering the resilience. It can be concluded that supporting the teacher resilience is a promising practice that is important to the educational planning efforts at schools especially in elementary special educations.


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