Impact of teacher educational background on special education environment
Keywords:
work engagement, quality of learning, special education, teacher performances
Abstract
Introduction. Schools for students with disabilities are one of the essential programs that the government should pay attention to. There are many aspects to consider in providing special education services, including the quality of learning. Teachers play a crucial role in the quality of learning for students with special needs. The role of teachers can be measured through their level of work involvement. Objective. The purpose of this study is to determine the level of work involvement of teachers in special and inclusive schools concerning the quality of learning. Method. We used the quantitative research method with descriptive statistical data analysis. The sample included 64 teachers from special education schools and 46 teachers from inclusive schools. Results. The study results show that teachers’ work involvement in schools for students with disabilities falls under the high category. In contrast, the work involvement of teachers in inclusive schools falls under the average category. Conclusion. It can be concluded that teachers in schools for students with disabilities are more optimal in fulfilling their roles in providing quality learning for children with special needs than teachers in inclusive schools.
References
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Carver, J. C., Nagappan, N., & Page, A. (2008). The impact of educational background on the effectiveness of requirements inspections: An empirical study. IEEE Transactions on Software Engineering, 34(6), 800–812.
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Galaterou, J., & Antoniou, A.-S. (2017). Teachers’ Attitudes towards Inclusive Education: The Role of Job Stressors and Demographic Parameters. International Journal of Special Education, 32(4), 643–658.
Irawati, I. (2020). Urgensi pendidikan multikultural, pendidikan segregasi dan pendidikan inklusi di Indonesia. Instructional Development Journal, 3(3), 177–187.
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Khamroev, A. (2021). Quality and effectiveness for design of learning outcomes in the language teaching. Academicia: An International Multidisciplinary Research Journal, 11(1), 549–558.
Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F. Y., Wong, M. W., & Woods-Mcconney, A. (2012). Teachers engagement at work: An international validation study. Journal of Experimental Education, 80(4), 317–337. https://doi.org/10.1080/00220973.2012.678409
Krismanto, W., Setyosari, P., Kuswandi, D., & Praherdhiono, H. (2023). PROFESSIONAL LEARNING NETWORK ACTIVITIES OF INDONESIAN TEACHERS: DIFFERENTIAL ITEM FUNCTIONING ANALYSIS OF TEACHERS’BACKGROUNDS. Turkish Online Journal of Distance Education, 24(3), 117–144.
Mambela, S. (2010). Mainstreaming sebagai Alternatif Penanganan Pendidikan Anak Berkebutuhan Khusus di Indonesia. Sosiohumanika, 3(2).
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Nugraha, C. A., Kuswandi, D., & Praherdhiono, H. (2022). Teacher Professional Development to Train Digital Skills with Technological Pedagogical Content Knowledge (TPACK). JTP - Jurnal Teknologi Pendidikan, 24(3 SE-Full Articles). https://doi.org/10.21009/jtp.v24i3.31019
Pant, N., & Srivastava, S. K. (2019). The impact of spiritual intelligence, gender and educational background on mental health among college students. Journal of Religion and Health, 58, 87–108.
Parey, B. (2019). Understanding teachers’ attitudes towards the inclusion of children with disabilities in inclusive schools using mixed methods: The case of Trinidad. Teaching and Teacher Education, 83, 199–211.
Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171–178.
Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting Inclusive Education: The Role of Teachers’ Competence and Attitudes. Insights into Learning Disabilities, 15(1), 49–63.
Saloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64–73.
Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97, 103221.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305.
Septiana, F. I. (2017). Peran guru dalam standar proses pendidikan khusus pada lingkup pendidikan formal (sekolah luar biasa/sekolah khusus). INCLUSIVE: Journal of Special Education, 3(2).
Setyosari, P., Kuswandi, D., & Widiati, U. (2022). English Teachers’ Competency in Flipped Learning: Question Level and Questioning Strategy in Reading Comprehension. International Journal of Instruction, 15(1), 965–984.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63.
Skinner, B., Leavey, G., & Rothi, D. (2021). Managerialism and teacher professional identity: Impact on well-being among teachers in the UK. Educational Review, 73(1), 1–16.
Thaariq, Z. Z. A., Nurdiyanto, R., Karima, U., Putri, C. E., Utomo, D. A., Kesuma, D. W., & Kuswandi, D. (2023). Conducting Hybrid Training for Teacher Professionalism at SMP Wahid Hasyim Malang.
Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 53(2), 119–145.
Tran, T. T. T., Watanabe, K., Imamura, K., Nguyen, H. T., Sasaki, N., Kuribayashi, K., Sakuraya, A., Nguyen, N. T., Bui, T. M., & Nguyen, Q. T. (2020). Reliability and validity of the Vietnamese version of the 9-item Utrecht Work Engagement Scale. Journal of Occupational Health, 62(1), e12157.
Widajati, W., Setyosari, P., & Degeng, I. N. S. (2020). Guided Group Investigation, Scaffolding Task Questions and Self-Efficacy in Learning to Solve Social Problems in Inclusive Schools. Indian Journal of Public Health Research & Development, 11(1).
Wilson, A. B., McCallum, C. M., & Shupp, M. R. (2019). Why Inclusive Supervision? In Inclusive Supervision in Student Affairs (pp. 3–19). Routledge. https://doi.org/10.4324/9780429506178-2
Yusuf, M. (2012). Kinerja kepala sekolah dan guru dalam mengimplementasikan pendidikan inklusif. Jurnal Pendidikan Dan Kebudayaan, 18(4), 382–393.
Azizah, I. (2021). Strategi Kepemimpinan Kepala Sekolah dalam Peningkatan Kinerja Guru di Sekolah Inklusi. Jurnal Insprasi Manajemen Pendidikan, 9(1), 133–143.
Betts, K., Cohen, A. H., Veit, D. P., Alphin Jr, H. C., Broadus, C., & Allen, D. (2013). Strategies to Increase Online Student Success for Students with Disabilities. Journal of Asynchronous Learning Networks, 17(3), 49–64.
Browning, M., & Heinesen, E. (2007). Class size, teacher hours and educational attainment. Scandinavian Journal of Economics, 109(2), 415–438.
Carmona-Halty, M. A., Schaufeli, W. B., & Salanova, M. (2019). The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial validity, reliability, and measurement invariance in a Chilean sample of undergraduate university students. Frontiers in Psychology, 10, 1017.
Carver, J. C., Nagappan, N., & Page, A. (2008). The impact of educational background on the effectiveness of requirements inspections: An empirical study. IEEE Transactions on Software Engineering, 34(6), 800–812.
Delano, V., Daharnis, D., & Karneli, Y. (2018). Resilience of Student Viewed from Gender, Culture Background and Attachment of parents and Implication in Guidance and Counseling. In Journal of Educational and Learning Studies (Vol. 1, Issue 1, p. 44). Redwhite Press. https://doi.org/10.32698/0522
Dharma, D. S. A. (2020). Budaya Organisasi, Perilaku Prososial, Kinerja Guru dan Staf di Sekolah Inklusi. Special and Inclusive Education Journal (SPECIAL), 1(2), 74–81.
Finnvold, J. E. (2020). School segregation and social participation: the case of Norwegian children with physical disabilities. In Social Participation of Students with Special Educational Needs in Mainstream Education (pp. 25–42). Routledge.
Galaterou, J., & Antoniou, A.-S. (2017). Teachers’ Attitudes towards Inclusive Education: The Role of Job Stressors and Demographic Parameters. International Journal of Special Education, 32(4), 643–658.
Irawati, I. (2020). Urgensi pendidikan multikultural, pendidikan segregasi dan pendidikan inklusi di Indonesia. Instructional Development Journal, 3(3), 177–187.
Irvan, M., & Dewi, D. P. (2018). KAJIAN PENANGANAN TERHADAP ANAK BERKEBUTUHAN KHUSUS. Jurnal Abadimas Adi Buana, 2(1), 11–19.
Irvan, M., & Jauhari, M. N. (2023). Work Engagement of the Academic Community in Developing an Inclusive Campus (D. L. Waller & D. S. Waller (eds.); p. Ch. 10). IntechOpen. https://doi.org/10.5772/intechopen.109311
Junaidi, A. R. (2020). Teachers’ Attitudes Toward Inclusive Education in East Java, Indonesia. Journal of ICSAR, 4(1).
Khamroev, A. (2021). Quality and effectiveness for design of learning outcomes in the language teaching. Academicia: An International Multidisciplinary Research Journal, 11(1), 549–558.
Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F. Y., Wong, M. W., & Woods-Mcconney, A. (2012). Teachers engagement at work: An international validation study. Journal of Experimental Education, 80(4), 317–337. https://doi.org/10.1080/00220973.2012.678409
Krismanto, W., Setyosari, P., Kuswandi, D., & Praherdhiono, H. (2023). PROFESSIONAL LEARNING NETWORK ACTIVITIES OF INDONESIAN TEACHERS: DIFFERENTIAL ITEM FUNCTIONING ANALYSIS OF TEACHERS’BACKGROUNDS. Turkish Online Journal of Distance Education, 24(3), 117–144.
Mambela, S. (2010). Mainstreaming sebagai Alternatif Penanganan Pendidikan Anak Berkebutuhan Khusus di Indonesia. Sosiohumanika, 3(2).
Maziyyah, M. (2019). Hubungan antara pemahaman kompetensi dengan kinerja guru pendamping khusus di sekolah inklusi di Surakarta Dilihat Dari Latar Belakang Pendidikan PLB dan non PLB.
Minghui, L., Lei, H., Xiaomeng, C., & Potmešilc, M. (2018). Teacher efficacy, work engagement, and social support among Chinese special education school teachers. Frontiers in Psychology, 9(MAY), 1–8. https://doi.org/10.3389/fpsyg.2018.00648
Nugraha, C. A., Kuswandi, D., & Praherdhiono, H. (2022). Teacher Professional Development to Train Digital Skills with Technological Pedagogical Content Knowledge (TPACK). JTP - Jurnal Teknologi Pendidikan, 24(3 SE-Full Articles). https://doi.org/10.21009/jtp.v24i3.31019
Pant, N., & Srivastava, S. K. (2019). The impact of spiritual intelligence, gender and educational background on mental health among college students. Journal of Religion and Health, 58, 87–108.
Parey, B. (2019). Understanding teachers’ attitudes towards the inclusion of children with disabilities in inclusive schools using mixed methods: The case of Trinidad. Teaching and Teacher Education, 83, 199–211.
Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171–178.
Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting Inclusive Education: The Role of Teachers’ Competence and Attitudes. Insights into Learning Disabilities, 15(1), 49–63.
Saloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64–73.
Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97, 103221.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305.
Septiana, F. I. (2017). Peran guru dalam standar proses pendidikan khusus pada lingkup pendidikan formal (sekolah luar biasa/sekolah khusus). INCLUSIVE: Journal of Special Education, 3(2).
Setyosari, P., Kuswandi, D., & Widiati, U. (2022). English Teachers’ Competency in Flipped Learning: Question Level and Questioning Strategy in Reading Comprehension. International Journal of Instruction, 15(1), 965–984.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63.
Skinner, B., Leavey, G., & Rothi, D. (2021). Managerialism and teacher professional identity: Impact on well-being among teachers in the UK. Educational Review, 73(1), 1–16.
Thaariq, Z. Z. A., Nurdiyanto, R., Karima, U., Putri, C. E., Utomo, D. A., Kesuma, D. W., & Kuswandi, D. (2023). Conducting Hybrid Training for Teacher Professionalism at SMP Wahid Hasyim Malang.
Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 53(2), 119–145.
Tran, T. T. T., Watanabe, K., Imamura, K., Nguyen, H. T., Sasaki, N., Kuribayashi, K., Sakuraya, A., Nguyen, N. T., Bui, T. M., & Nguyen, Q. T. (2020). Reliability and validity of the Vietnamese version of the 9-item Utrecht Work Engagement Scale. Journal of Occupational Health, 62(1), e12157.
Widajati, W., Setyosari, P., & Degeng, I. N. S. (2020). Guided Group Investigation, Scaffolding Task Questions and Self-Efficacy in Learning to Solve Social Problems in Inclusive Schools. Indian Journal of Public Health Research & Development, 11(1).
Wilson, A. B., McCallum, C. M., & Shupp, M. R. (2019). Why Inclusive Supervision? In Inclusive Supervision in Student Affairs (pp. 3–19). Routledge. https://doi.org/10.4324/9780429506178-2
Yusuf, M. (2012). Kinerja kepala sekolah dan guru dalam mengimplementasikan pendidikan inklusif. Jurnal Pendidikan Dan Kebudayaan, 18(4), 382–393.
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2024/11/26
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