Gambaran Faktor-Faktor Kepuasan Bekerja pada Guru Pendamping Anak Berkebutuhan Khusus

Abstract

 Abstract. This study aimed to explore job satisfaction among shadow teachers of students with special educational needs and to identify the experiences that shape their job satisfaction and dissatisfaction in carrying out their professional roles. This study employed a qualitative approach using thematic analysis. The participants consisted of three shadow teachers selected through convenience sampling. Data were collected through in-depth interviews and analysed to identify the experiences that shaped the participants’ perceptions of their work. The findings revealed seven themes describing the experiences of job satisfaction and dissatisfaction among shadow teachers. Job satisfaction was reflected in four themes: competence through students’ positive development, positive relationships with colleagues, parents, and students, appreciation from parents and students, and support from colleagues. In contrast, job dissatisfaction was reflected in three themes: unclear status within the institution, inadequate compensation, and limited institutional support. The findings indicate that job satisfaction among shadow teachers is shaped by meaningful experiences arising from their interactions with students and the social environment, particularly when they witness students’ development, establish positive relationships, and receive appreciation and support. At the same time, dissatisfaction emerges from institutional conditions that do not fully recognize or support their professional roles, including unclear professional status, compensation that is perceived as disproportionate to their responsibilities, and limited institutional support. These findings highlight that the experiences of shadow teachers’ job satisfaction cannot be separated from both the interpersonal relationships developed through their work and the institutional conditions surrounding the implementation of their professional roles.