KnE Social Sciences

Published date: Jul 15 2025

Journal Title: KnE Social Sciences

Issue title: The International Conference on Da'wah & Communication 2024 (ICDComm 2024)

Pages: 517 - 525

DOI: 10.18502/kss.v10i14.19114

Dita Lestariditalestari@mail.uinfasbengkulu.ac.idUniversitas Islam Negeri Fatmawati Sukarno Bengkulu

Ulya RahmanitaSekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Teachers in inclusive schools have greater challenges and pressures in terms of creating equal education between disabled and non-disabled students. Therefore, inclusive school teachers need the ability to rise, survive and adjust to various challenges, which is called resilience. This study aims to provide an overview of the resilience abilities of inclusive school teachers in Kota Bengkulu. The research method used was quantitative description. The research participants were 30 inclusive school teachers from two standardized inclusive schools in Kota Bengkulu. Data were collected using the Growth-Focused Resilience Scale (GFRS) with purposive sampling technique. The results showed that as many as 5 people (16.67%) had resilience in the high category, 13 people (43.3%) were in the medium resilience category and 12 people (40.0%) were in the low category. This indicates that the resilience of inclusive school teachers is still fairly good, but requires improvement, especially for teachers in the medium and low resilience categories, for example by using mental health training or mindfulness techniques.

Keywords: disability, inclusive education, inclusive school teacher, resilience

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