Navigating Resilience: The Interplay of Demographics and Institutional Support in Special Education

Abstract

This paper investigates how various demographic variables and sources of support influence the resilience of special educators in India. In this study, data were collected from 200 special educators by using the Connor-Davidson Resilience Scale and a perceived support scale adapted to suit the purpose through an online survey in which confidentiality and voluntariness of participation were ensured. Descriptive and inferential statistical analyses were performed to test relationships between levels of resilience with perceived support along with Pearson’s correlation. Results indicated that levels of resilience were different in view of demographic variables. Women educators, those with higher degrees, and educators serving for more than 10 years recorded higher scores on resilience. The age of the educator and the location of work was also important, where older and urban-based educators were more resilient. Assessment of perceived support revealed that family, peer, and institutional supports were all positively related to resilience. Of these three, institutional support is the strongest in making an impact in developing resiliency. Professional relationship and peer network plays a major role in developing resilience. The research concludes that though all three types of support are positively contributing to resilience, enhancement of peer and family support systems and ensuring strong institutional support can be two major strategies for promoting resilience among special educators. Such insights could be helpful in the formulation of policy and interventions aiming at an enabling work environment and well-being of special educators, which would eventually contribute to the sustainability of commitment by special educators against the stressful demands of the profession.