The Dynamics of Resilience Kindergarten Teachers at Regular School X in Supporting Special Needs Children (ABK)

Abstract

This study describes the dynamics of resilience among kindergarten teachers in regular school X who support children with special needs (ABK). It used a qualitative approach with a case study method, involving three teachers as participants. Data were collected through interviews and observations and analyzed using NVivo software. The research results show that teacher resilience is formed through three main components according to Grotberg (1995), namely I Have, I Am, and I Can, which are strengthened by seven aspects of resilience according to Reivich and Shatte (2002). The study has limitations regarding access to the internal scope of the school (support and policies from the foundation
and access to official documents). These limitations impact the dominance of the analysis on the perceptions and experiences of the teachers. The findings contribute to the resilience of kindergarten teachers supporting children with special needs. Spirituality emerges as a significant source of strength in creating meaning for teachers in fulfilling their roles. They perceive their profession as a calling from God and a form of service, enabling them to endure and grow in facing the challenges of supporting children with special needs in regular schools.