Published date: Oct 05 2023

Journal Title: KnE Social Sciences

Issue title: International Conference of Psychology 2023 (ICoPsy 2023)

Pages: 402–412

DOI: 10.18502/kss.v8i19.14389

Resi Shaumia Ratu Eka Permataresi.shaumia.fpsi@um.ac.idPsychology, State University of Malang, Malang, Indonesia

Jati FatmawiyatiPsychology, State University of Malang, Malang, Indonesia

Fadhilah RamadhaniAssociate Psychologist, AIDE Consultant Indonesia, Sleman, Indonesia

Rivan Adi Saputra MoniyPsychology, Universitas Muhammadiyah Malang, Malang, Indonesia

Aransha K. N. PutriPsychology, Universitas Muhammadiyah Malang, Malang, Indonesia

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

[1] Kementerian Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia. (2021, April 1). Selamatkan Masa Depan Anak Penyandang Disabilitas, Lindungi dan Penuhi Hak Mereka! Https://Www.Kemenpppa.Go.Id/Index.Php/Page/Read/29/3126/Selamatkan-Masa- Depan-Anak-Penyandang-Disabilitas-Lindungi-Dan-Penuhi-Hak-Mereka.

[2] Badan Pusat Statistik. (2020). Indikator Kesejahteraan Rakyat 2020: Welfare Indicators (Sundirektorat Indikator Statistik, Ed.). BPS RI.

[3] Ediyanto, Atika, I. N., Kawai, N., & Prabowo, E. (2017). Inclusive Education In Indonesia From The Perspective Of Widyaiswara In Centre For Development And Empowerment Of Teachers And Education Personnel Of Kindergartens And Special Education. Indonesian Journal of Disability Studies (IJDS), 04(02), 104–116.

[4] Minister of National Education of the Republic of Indonesia No. 70. (n.d.). Inclusive Education for Student who have Disabilities and Potential Intelligence and/or Special Talents.

[5] Fatmawiyati, J., Muthmainah, F., Sari, U. K., Larasati, A. O., & Andayani, S. (2022). Modul Pelatihan Pendidikan Inklusi. Inteligensia Media.

[6] Rosyidi, R. A. (2023). Inclusive School Policies: A Literature Study of Implementation Dilemmas. Journal of ICSAR, 7(2), 205. https://doi.org/10.17977/um005v7i22023p205

[7] Poernomo, B. S. (2016). The Implementation of Inclusive Education in Indonesia : Current Problems and Challenges. American International Journal of Social Science, 5(3), 144–150. https://api.semanticscholar.org/CorpusID:235445639

[8] Ramadhani, F., Indrianawati, I., & Fardana, N. (2020). Perceived Organizational Support: A Case of Special Education Teacher. Proceedings of the Proceedings of the 2nd International Conference on Economics, Business, and Government Challenges, EBGC 2019, 3 October, UPN “ Veteran” East Java, Surabaya, Indonesia. https://doi.org/10.4108/eai.3-10-2019.2291933

[9] Zakia, D. L. (2015). Guru Pembimbing Khusus (GPK): Pilar Pendidikan Inklusi. Prosiding Seminar Nasional Pendidikan UNS & ISPI Jawa Tengah, 110–116.

[10] Langher, V., Caputo, A., & Ricci, M. E. (2017). The potential role of perceived support for reduction of special education teachers’ burnout. International Journal of Educational Psychology, 6(2), 120. https://doi.org/10.17583/ijep.2017.2126

[11] S. R. E. Permata, R., Ramadhani, F., & K. N. Putri, A. (2022). Special Education Teachers’ Self-efficacy in Inclusive Schools During the COVID-19 Pandemic. KnE Social Sciences. https://doi.org/10.18502/kss.v7i18.12392

[12] Wirmayani, P., & Kurniawati, F. (2021). Factor Associated with Teacher Efficacy Toward Inclusive Practice In Indonesia: The Role of Perceived School Support and Demographic Variables. Proceedings of International Conference on Special Education.

[13] Kang, D. Y., & Martin, S. N. (2018). Improving learning opportunities for special education needs (SEN) students by engaging pre-service science teachers in an informal experiential learning course. Asia Pacific Journal of Education, 1–29. https://doi.org/10.1080/02188791.2018.1505599

[14] Langher, V., Caputo, A., & Ricci, M. E. (2017). The potential role of perceived support for reduction of special education teachers’ burnout. International Journal of Educational Psychology, 6(2), 120. https://doi.org/10.17583/ijep.2017.2126

[15] Depdiknas. (2007). Pedoman Khusus Penyelenggaraan Pendidikan Inklusif tentang Pengadaan dan Pembinaan Tenaga Pendidik. In Direktorat Pembinaan Sekolah Luar Biasa.

[16] Colakoglu, lker, Culha, O., & Atay, H. (2010). The effects of perceived organisational support on employees’ affective outcomes: evidence from the hotel industry. Tourism and Hospitality Management, 16(2), 125–150. https://doi.org/10.20867/thm.16.2.1

[17] Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698–714. https://doi.org/10.1037/0021-9010.87.4.698

[18] Greenberg, J. (1990). Organizational Justice: Yesterday, Today, and Tomorrow. Journal of Management, 16(2), 399–432. https://doi.org/10.1177/014920639001600208

[19] Eisenberger, R., Shanock, L. R., & Wen, X. (2019). Perceived Organizational Support: Why Caring About Employees Counts. Annual Review of Organizational Psychology and Organizational Behavior, 7, 2.2-2.24.

[20] Kottke, J. L., & Sharafinski, C. E. (1988). Measuring Perceived Supervisory and Organizational Support. Educational and Psychological Measurement, 48(4), 1075– 1079. https://doi.org/10.1177/0013164488484024

[21] Eisenberger, R., Rhoades, L., & Cameron, J. (1999). Does pay for performance increase or decrease perceived self-determination and intrinsic motivation? Journal of Personality and Social Psychology, 77(5), 1026–1040. https://doi.org/10.1037/0022- 3514.77.5.1026

[22] Wayne, S. J., Shore, L. M., & Liden, R. C. (1997). Perceived Organizational Support And Leader-Member Exchange: A Social Exchange Perspective. Academy of Management Journal, 40(1), 82–111. https://doi.org/10.5465/257021

[23] Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698–714. https://doi.org/10.1037/0021-9010.87.4.698

[24] Creswell, J. W. (2014). Penelitian Kualitatif & Desain Riset. Pustaka Pelajar.

[25] Ford, M. T., Wang, Y., Jin, J., & Eisenberger, R. (2018). Chronic and episodic anger and gratitude toward the organization: Relationships with organizational and supervisor supportiveness and extrarole behavior. Journal of Occupational Health Psychology, 23(2), 175–187. https://doi.org/10.1037/ocp0000075

[26] Baran, B. E., Shanock, L. R., & Miller, L. R. (2012). Advancing Organizational Support Theory into the Twenty-First Century World of Work. Journal of Business and Psychology, 27(2), 123–147. https://doi.org/10.1007/s10869-011-9236-3

[27] Kurtessis, J. N., Eisenberger, R., Ford, M. T., Buffardi, L. C., Stewart, K. A., & Adis, C. S. (2017). Perceived Organizational Support: A Meta-Analytic Evaluation of Organizational Support Theory. Journal of Management, 43(6), 1854–1884. https://doi.org/10.1177/0149206315575554