Teachers Well-being for Reguler Teachers in Teaching Inclusive Elementary School
Fitri Lestari Issom (a), Dwi Kencana Wulan (b), Vinna Ramadhany Sy (c)

Faculty of Psychology Education, State University of Jakarta, Indonesia

Abstract

This study aims to obtain the meaning of Teachers^ Well-Being from the phenomenon of regular teachers who teach in an inclusive elementary school. This research uses a Qualitative-Phenomenological approach. The Data Collection Methods are Interviews and Observations through WhatsApp. The subjects of this study are two regular teachers who teach in an inclusive elementary school- in one class that they teach, there are more than two students with special needs.
Subject I (EA) is a teacher with a total of 27 years of teaching experience. In 2016, she taught in an inclusive elementary school. At first, she felt tired with the increasing workload and was also surprised by the tantrum behavior of her special needs students. In 2019 she taught grade 1, properly handled five special needs students. Meanwhile, Subject II (WS), who has taught for 16 years in an inclusive elementary school, feels bored at work and wants to have new teaching experiences in other schools. In 2019 she taught grade 6, properly handled 11 special needs students. EA and WS were able to teach well and have an affection for their special needs students because of their experiences and training programs. Both of them have a good relationship with all of the students, fellow teachers, and school principals. Based on the experiences that they have, both of them felt that being an inclusive teacher is a noble job that has an advantage in terms of patience and sincerity. The novelty of this study is the gratefulness that felt by regular teachers from their teaching experiences in inclusive elementary schools.

Keywords: Teachers^ Well-Being, inclusive elementary school, students with special needs

Topic: Psychology