Kanaya,Arcivid CAREER ADAPTABILITY OF SPECIAL SCHOOLS TEACHERS: THE ROLE OF EMOTION REGULATION AND RESILIENCE
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Teachers in special school in Indonesia face greater psychological and emotional demands than those in regular schools due to the diverse needs of students with disabilities, intense classroom interactions, administrative tasks, and continuous curriculum changes. These conditions require strong psychological readiness, particularly in emotion regulation, resilience, and career adaptability. This study examined the relationships between emotion regulation and resilience and career adaptability among 70 special school teachers using a quantitative correlational design and purposive sampling. Data were collected through emotion regulation, resilience, and career adaptability scales developed based on established theories. The findings showed a significant positive relationship between emotion regulation and resilience and career adaptability. Teachers who could regulate their emotions adaptively and demonstrated high resilience were better equipped to manage work pressures, respond to student behavioral challenges, and maintain professional commitment and flexibility. These results underscore the importance of emotion regulation and resilience as key psychological resources supporting the career adaptability of special school teachers and provide a foundation for developing targeted psychological interventions and professional development programs in special education.
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