Description of the Teachers' Well-Being Improvement Strategy by Regular Teachers Teaching in Inclusive Elementary Schools

Abstract

This study aims to obtain an overview of the regular teacher's strategy in inclusive schools to increase their Teachers' Well-Being. This research uses a Qualitative-Phenomenological approach. The Data Collection Methods are Interviews and Observations through WhatsApp. This study's subjects are two regular teachers who teach in an inclusive elementary school, in one class, they teach there are more than two students with special needs. The strategy was assessed based on three factors of Teachers' Well-Being. Based on Workload Well-Being, both EA and WS already know that their workload is getting bigger, but they always feel happy to do their job, work sincerely, and know that they have a big responsibility to teach them well. Based on Organizational Well-Being, the inclusive school's headmaster has given her best to fulfill the teacher's needs at school and tries her best to make all teachers comfortable and happy when teaching at school. Both EA and WS feel so glad and satisfied to teach at school. Based on Student Interaction Well- Being, EA and WS have their way of interacting with their students because they have different teaching classes.