Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools
The implementation of inclusive education remains hindered by insufficient supporting facilities, presenting considerable challenges for teachers. Failure to effectively manage these challenges increases psychological vulnerability and threatens teacher resilience. This study investigates self-effi...
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| Format: | Article |
| Language: | English |
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Universitas Islam Tribakti Lirboyo Kediri
2024-06-01
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| Series: | Journal An-Nafs: Kajian Penelitian Psikologi |
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| Online Access: | https://ejournal.uit-lirboyo.ac.id/index.php/psikologi/article/view/5448 |
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| author | Ratna Yanita Kusuma Kartika Nur Fathiyah |
| author_facet | Ratna Yanita Kusuma Kartika Nur Fathiyah |
| author_sort | Ratna Yanita Kusuma |
| collection | DOAJ |
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The implementation of inclusive education remains hindered by insufficient supporting facilities, presenting considerable challenges for teachers. Failure to effectively manage these challenges increases psychological vulnerability and threatens teacher resilience. This study investigates self-efficacy and social support as joint predictors of teacher resilience in inclusive elementary schools, offering a novel contribution by examining their combined influence across specific resilience dimensions. Using a quantitative approach and an ex post facto design, data were collected from 156 inclusive elementary school teachers in Bantul Regency. The study employed structural equation modeling with the partial least squares (SEM-PLS) method. Results showed that both self-efficacy and social support significantly predicted overall teacher resilience (R² = 0.357, Q² = 0.301), as well as each dimension: personal competence and persistence (R² = 0.352), family cohesion (R² = 0.169), social skills and peer relationships (R² = 0.264), and spiritual influences (R² = 0.190). The study highlights that resilient teachers are supported by both internal confidence and external networks, enabling them to sustain professional performance in inclusive settings. This research advances the field by providing empirical evidence for a multidimensional predictive model of resilience, which had not been sufficiently addressed in prior studies. These findings suggest the need for interventions that integrate psychological empowerment and social support mechanisms to strengthen teacher resilience in inclusive education.
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| format | Article |
| id | doaj-art-eda2399e6d9d4a5dbdfbef3f65a08e98 |
| institution | Kabale University |
| issn | 2528-0600 2549-6166 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Universitas Islam Tribakti Lirboyo Kediri |
| record_format | Article |
| series | Journal An-Nafs: Kajian Penelitian Psikologi |
| spelling | doaj-art-eda2399e6d9d4a5dbdfbef3f65a08e982025-08-20T03:49:23ZengUniversitas Islam Tribakti Lirboyo KediriJournal An-Nafs: Kajian Penelitian Psikologi2528-06002549-61662024-06-019110.33367/psi.v9i1.54485448Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary SchoolsRatna Yanita Kusuma0Kartika Nur Fathiyah1Universitas Negeri YogyakartaUniversitas Negeri Yogyakarta The implementation of inclusive education remains hindered by insufficient supporting facilities, presenting considerable challenges for teachers. Failure to effectively manage these challenges increases psychological vulnerability and threatens teacher resilience. This study investigates self-efficacy and social support as joint predictors of teacher resilience in inclusive elementary schools, offering a novel contribution by examining their combined influence across specific resilience dimensions. Using a quantitative approach and an ex post facto design, data were collected from 156 inclusive elementary school teachers in Bantul Regency. The study employed structural equation modeling with the partial least squares (SEM-PLS) method. Results showed that both self-efficacy and social support significantly predicted overall teacher resilience (R² = 0.357, Q² = 0.301), as well as each dimension: personal competence and persistence (R² = 0.352), family cohesion (R² = 0.169), social skills and peer relationships (R² = 0.264), and spiritual influences (R² = 0.190). The study highlights that resilient teachers are supported by both internal confidence and external networks, enabling them to sustain professional performance in inclusive settings. This research advances the field by providing empirical evidence for a multidimensional predictive model of resilience, which had not been sufficiently addressed in prior studies. These findings suggest the need for interventions that integrate psychological empowerment and social support mechanisms to strengthen teacher resilience in inclusive education. https://ejournal.uit-lirboyo.ac.id/index.php/psikologi/article/view/5448self-efficacySocial supportTeacher resilienceinclusive school |
| spellingShingle | Ratna Yanita Kusuma Kartika Nur Fathiyah Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools Journal An-Nafs: Kajian Penelitian Psikologi self-efficacy Social support Teacher resilience inclusive school |
| title | Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools |
| title_full | Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools |
| title_fullStr | Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools |
| title_full_unstemmed | Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools |
| title_short | Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools |
| title_sort | empowered and supported unpacking the predictive role of self efficacy and social support in shaping teacher resilience in inclusive elementary schools |
| topic | self-efficacy Social support Teacher resilience inclusive school |
| url | https://ejournal.uit-lirboyo.ac.id/index.php/psikologi/article/view/5448 |
| work_keys_str_mv | AT ratnayanitakusuma empoweredandsupportedunpackingthepredictiveroleofselfefficacyandsocialsupportinshapingteacherresilienceininclusiveelementaryschools AT kartikanurfathiyah empoweredandsupportedunpackingthepredictiveroleofselfefficacyandsocialsupportinshapingteacherresilienceininclusiveelementaryschools |