Examining Various Variables as Predictors of Resilience in Special Education Teachers

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Topuz İ., Aslan O.

Bartın Üniversitesi Eğitim Fakültesi Dergisi, cilt.15, sa.1, ss.306-316, 2026 (TRDizin)

Özet

This study explores the relationship between special education teachers' resilience and various factors, includinggender, income level, professional experience, school administration support, partner compatibility, and student disabilitylevels. The study was undertaken with 329 special education instructors stationed in Istanbul, using a relational surveymodel. Data were gathered through a personal information form and the Brief Resilience Scale and analyzed using PearsonCorrelation and Multiple Linear Regression Analysis. The findings reveal that teachers with lower incomes tend to havelower psychological resilience, while those who receive strong administrative support and have better partner compatibilityin the workplace demonstrate higher resilience. Educators engaging with learners exhibiting mild impairments manifestgreater tenacity compared to those instructing pupils with moderate to profound disabilities. In contrast, gender andprofessional experience do not significantly influence psychological resilience. Regression analysis results indicate that theexamined variables collectively explain 59 percent of the variance in resilience levels. These findings highlight theimportance of enhancing administrative support, fostering collaboration among teachers, and implementing psychologicalsupport programs, particularly for educators working with students with severe disabilities. Future studies shouldincorporate expanded sample sizes and longitudinal research approaches to cultivate a more nuanced comprehension of thissubject.