Syazwina Salma Chehafudin, - (2026) Gambaran Efikasi Diri Guru Lulusan Non-Pendidikan Luar Biasa yang Mengajar di Sekolah Inklusif SMP Tumbuh. Repository Universitas Airlangga. (Unpublished)

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Abstract

This study aims to understand the self-efficacy of teachers who are graduates of non-Special Education programs (non-PLB) and who teach at the inclusive SMP Tumbuh school. Teacher self-efficacy is understood as the belief in one’s ability to organize and carry out the actions necessary to achieve expected learning outcomes. This study is important given that non-SPE teachers often enter inclusive classrooms without adequate formal training regarding the management of students with special needs, which undermines their confidence in performing their professional roles. This study employed a qualitative approach using an intrinsic case study design. The subjects consisted of three subject teachers who were not graduates of special education programs: an English teacher (AH, 31 years old), a science teacher (RP, 36 years old), and a Javanese language teacher (LA, 40 years old), each of whom had been teaching at Tumbuh Junior High School for at least three years. In addition, this study also involved two significant others acting as support teachers as supplementary data sources. Data were collected through semi-structured interviews and analyzed using Braun & Clarke’s (2013) thematic analysis. Data credibility was strengthened through the member check technique. The findings reveal that the self-efficacy of non-special education teachers develops non-linearly through four phases: pre-inclusive, crisis, adaptation, and stable. Personal factors dominate the early phases, while institutional factors at SMP Tumbuh become increasingly central during the adaptation and stabilization phases, with the school ecosystem systematically facilitating all four sources of self-efficacy simultaneously. This growing efficacy is reflected in a shift in teaching strategies from reactive to preventive-reflective, indicating that a non-special education background is not a determining factor in the level of self-confidence teachers can achieve.

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