Perceived Organizational Support in Special Needs Education Teachers
Abstract
Special education teachers have more burnout than other teachers. In many cases, an unsupportive work environment led to stress, followed by burnout and a desire to quit the profession. The way they deliver services to special needs children, require different approaches and treatments than other children, will be impacted by the organization’s lack of support. This study aimed to investigate how Indonesian special needs education teachers perceived organizational support. Focus Group Discussions (FGDs), a qualitative methodology, were used in the study with 10 special education teachers from various regions. The Perceived Organizational Support Scale developed by Rhoades and Eisenberger’s (2002) theory served as the basis for the participant’s questions and discussions. The findings of this study suggested that their employers’ assistance in terms of fairness, supervision support, organizational reward and job conditions was still lacking. Special needs education teachers in private schools and special needs education teachers in public schools have distinct regulatory approaches to staff welfare and health, which has an impact on the performance of taking care of children with special needs.
Keywords: Organizational support, Special needs education, Teacher
References
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