DOI of the published article https://doi.org/10.31004/jele.v6i2.xxx
Hardiness Personality of Shadow Teachers Who Accompany More Than 1 Special Needs Student
Kepribadian Hardiness Pada Shadow teacher Yang mendampingi Lebih Dari 1 Siswa Berkebutuhan Khusus (ABK)
DOI:
https://doi.org/10.21070/ups.9103Keywords:
Hardiness, Shadow Teacher, Inclusive Education, inclusion students, Special Needs StudentsAbstract
Education is a fundamental right, including for persons with disabilities, as stated in the 1945 Constitution and reinforced by national regulations. Inclusive education fulfills this right by accommodating children with special needs (CSN) in regular schools. A key role in this system is the shadow teacher, who provides individualized support. However, shadow teachers often face challenges, especially when assisting more than one student simultaneously, requiring not only knowledge but also psychological resilience known as hardiness, which includes control, commitment, and challenge. This study explores the hardiness of a shadow teacher in an inclusive elementary school in Tanggulangin using a qualitative phenomenological approach with semi-structured interviews. The subject showed strong control by managing tasks flexibly, commitment through active involvement with students, teachers, parents, and therapists, and challenge by perceiving difficulties as opportunities for growth. These findings highlight hardiness as vital for shadow teachers’ effectiveness and well-being.
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