Resiliencia y motivación en docentes de unidades educativas especiales

Abstract

Cases have been documented in the scientific literature indicating that teachers encounter obstacles when imparting knowledge to students with intellectual and physical disabilities. To address these adversities, it is essential that educators acquire skills in adapting resources and promote cooperation between families and professionals. Overcoming these challenges, along with other similar ones, implies the need for resilience and motivation. The purpose of this study is to determine the relationship between resilience and motivation in teachers working in special education units. For this purpose, a descriptive research with a qualitative approach was carried out, using a case study design. The type of sample used was a non-probabilistic snowball sample composed of two participants who met the established inclusion criteria: being teachers at the "3 de diciembre" Educational Unit, working more than 5 years at the institution and voluntarily accepting to be part of the study. The instruments used were the semi-structured interview and direct observation. The results show that teachers of special education units who present high levels of resilience also present high levels of motivation. Furthermore, it was found that resilience and motivation are closely related, since teachers who are able to overcome the challenges and adversities that arise in their work are more likely to feel motivated and committed to their work. In conclusion, this study highlights the importance of developing resilience and motivation in teachers of special education units. Likewise, the contributions of this research can be of great use to education professionals working in this field, as it will allow them to better understand how they can successfully face the challenges of special education.