The Development of a Sense of Coherence in Teaching Situations among Special Education Pre-service Teachers

Hoffenbartal, Dganit; Bocoș, Mușata

doi:10.1016/j.sbspro.2015.11.225

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…Penelitian menemukan bahwa bekerja di sektor pendidikan luar biasa jauh lebih menantang dibandingkan pendidikan umum karena guru dituntut untuk menjalani peran yang banyak dalam waktu bersamaan (Kaff, 2004). Guru juga dituntut untuk ahli menangani masalah akademis, emosi, serta perilaku (Hoffenbartal & Bocos, 2015).…”

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Peran Dukungan Sosial Keluarga, Atasan, dan Rekan Kerja terhadap Resilient Self-Efficacy Guru Sekolah Luar Biasa

Santoso

Setiawan

2018

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This study aimed to investigate the influence of social support from family, supervisor, and co-workers toward the resilient self-efficacy of SEN teachers in Surabaya. This study involved 94 SEN teachers from Special Educational Needs school in Surabaya. The study used social support measures and resilient self-efficacy scale. Multiple regression analysis showed that social support from family, supervisor, and co-workers significantly influenced SEN teachers' resilient self-efficacy (F = 28,052; p<0,05). These supports gave effective contribution to resilient self-efficacy as much as 48,3% (R²=0,483). Hypothesis testing also showed that each source of support significantly influenced SEN teachers' resilient self-efficacy. Therefore, social support from family, supervisors, and coworkers influenced the resilient self-efficacy of SEN teachers, whether they are given simultaneously or separately.

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Peran Dukungan Sosial Keluarga, Atasan, dan Rekan Kerja terhadap Resilient Self-Efficacy Guru Sekolah Luar Biasa

Santoso

Setiawan

2018

jpsi

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“…Beginning teachers were proved to have a lower resilience rate than advanced teachers. These results can be compared with the research of , Hoffenbartal and Bocos (2015) and others. An explanation of these findings can be found in Antonovsky's theory (1998), in which he emphasized that various kinds of experience during a person's life would lead to the development of SOC.…”

Section: Conclusion and Discussionmentioning

confidence: 68%

Resilience of beginning and advanced teachers in managing various changes in their profession

Deutscherová

2021

Journal of Language and Cultural Education

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The paper is devoted to obtaining information on the resilience of kindergarten and primary school teachers. In the research, special attention was paid to beginning teachers, who we thought were more likely to be less resilient than teachers with longer experience. The research sample consisted of teachers of selected kindergartens and primary schools throughout the Czech Republic. The aim of the research was to find out whether there are differences in resilience between selected groups of teachers due to the current pandemic situation that each teacher had to deal with. Analysis of the data in the research revealed that beginning teachers have different rates of resilience compared to advanced teachers. No statistically significant differences were found in resilience between kindergarten and primary school teachers.

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“…This coping strategy then also shows the psychological domain (cognitive or emotional) of the mental health of male or female teachers in the face of stress. Mental health and coping strategies have a close relationship where mental health conditions are also proven to be successful for educating their students (Hoffenbartala & Bocosb, 2015). Special education needs teachers who are psychological, physically and/or sensory impaired (Lecavalier, Leone & Wiltz, 2006).…”

Section: Resultsmentioning

confidence: 99%

Should I Be Grateful?: Gratitude and Teachers' Mental Health of Children with Special Educational Needs (SEN)

Ika¹,

Kustanti²

2018

Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)

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Abstract. The task of the teachers who teach students with special needs; to teach, guide, even help them both physically and psychologically have the potential to create conditions that interfere with their mental health. The teachers who have a healthy mentality will feel happy, be able to manage stress, work productively, and readily contribute to a community. This experimental study aims to test the effectiveness of gratitude training in improving teacher's mental health for special educational needs. This is an experimental quasi-research design. The participants in this study were teachers from a special school in Semarang city. The ontrol was performed by randomization and matching. The data were collected using GHQ (12 items; α = 0.917). The results showed that gratitude intervention proved to be effective to improve teacher's mental health (p <0.001; d = 0.969). The effectiveness of gratitude intervention improving teacher's mental health was also shown from the teachers' GHQ scores in which the average increases about M = 2,234 after the intervention was distributed.

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The Development of a Sense of Coherence in Teaching Situations among Special Education Pre-service Teachers

Cited by 6 publications

References 4 publications

Peran Dukungan Sosial Keluarga, Atasan, dan Rekan Kerja terhadap Resilient Self-Efficacy Guru Sekolah Luar Biasa

Peran Dukungan Sosial Keluarga, Atasan, dan Rekan Kerja terhadap Resilient Self-Efficacy Guru Sekolah Luar Biasa

Resilience of beginning and advanced teachers in managing various changes in their profession

Should I Be Grateful?: Gratitude and Teachers' Mental Health of Children with Special Educational Needs (SEN)

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