Validation of the self-compassion scale in a sample of Italian special needs teacher

Abstract

IntroductionSpecial needs teachers deliver crucial care to their students by showing a particular attitude toward them. However, they usually face stressful situations that negatively impact their capacity to support their students, often reporting higher levels of burnout compared to teachers from mainstream education. Self-compassion has been seen to function as a protective factor against teacher stress, enhancing their resilience and coping abilities.MethodsThe current study aimed to evaluate the factorial structure, reliability, and validity of the Self-compassion Scale (SCS) in a sample of Italian special needs teachers (R1). In addition, it was investigated whether the satisfactory internal reliability of the SCS is confirmed (R2). Finally, the validity of the SCS criterion was assessed, assuming that each of its subscales would be related to anxiety, measured with GAD-7, and with resilience, measured with the BRS (R3). A sample of 629 teachers was enrolled in this study and completed an online questionnaire.ResultsOverall, the confirmatory factor analysis showed good or acceptable indices of fit to the data supporting the use of SCS to measure self-compassion in Italian special needs teachers.DiscussionThe tool could be helpful for future research to start exploring the self-compassion dimension at school as a protective factor that may foster teachers’ and, consequently, students’ well-being.

Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire

“…Indeed, according to ( Adigun et al, 2021 ) the unfavorable working environment and the lack of motivation represented the main sources of stress. These findings highlight that greater attention to special needs teachers’ job-related stress and well-being is needed to enhance the quality children and adolescents’ education and care, suggesting the benefits of preventive intervention programs for teachers targeting mindfulness and resilience to reduce anxiety ( Ragni et al, 2023 ).…”