Resilience of Teachers in Special Education Schools in Guizhou Province, China through Administration: Ecological Systems Theory Analysis

Yanzhu Chen; Guangle  Qiu; Matthew R.  Merritt

doi:10.60027/ijsasr.2023.2943

Authors

Yanzhu Chen Student, Graduate School of Human Sciences, Assumption University, Thailand https://orcid.org/0000-0003-2818-4529
Guangle Qiu State Key Laboratory of Environmental Geochemistry, Institute of Geochemistry, Chinese Academy of Sciences, Guiyang, China https://orcid.org/0009-0007-9193-5168
Matthew R. Merritt 3Graduate School of Human Sciences, Assumption University, Thailand https://orcid.org/0000-0001-5158-1587

DOI:

https://doi.org/10.60027/ijsasr.2023.2943

Keywords:

Teachers’ Resilience; , Administration; , Ecosystem Theory; , Special Education;, Special Education School

Abstract

Background and Aims: This paper aim to investigate that teachers in special education schools have poor teacher resilience, mainly in the form of psychological stress that leads to mental health problems and consequent poor teaching effectiveness.

Methods: Through the quantitative approach, this paper investigates the phenomenon.

Results: The results suggest that special education schools should develop a comprehensive support system for in-service teachers in their administration based on the interaction of the systems within, between, beyond, and the cross system.

Conclusion: It is hoped that through the adaptation of classroom teaching methods and materials to the realities of special education, collaboration between general education teachers and special education teachers, and the establishment of a school culture that respects individual differences, the aim is to enhance the teacher resilience of teachers in special education schools.

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