Factors for the Task Load of Special Education Integration Program (PPKI) Teachers in Johor
Mohd Norazmi bin Nordin
Mohd Norazmi bin Nordin, PhD student , University Tun Hussein Onn Malaysia.
Manuscript received on December 15, 2019. | Revised Manuscript received on December 20, 2019. | Manuscript published on January 10, 2020. | PP: 2413-2416 | Volume-9 Issue-3, January 2020. | Retrieval Number: B7273129219/2020©BEIESP | DOI: 10.35940/ijitee.B7273.019320
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Teachers’ task load has become a chronic issue. This issue involves teachers in various fields, including special education teachers in the Special Education Integration Program (PPKI). They are burdened with a variety of tasks whether they involve special education or normal students. As we know, the real focus for teachers at PPKI is for students with special needs (MBK) who are full of challenges as MBK is came up of various categories. When their focus is directed to tasks other than those involving MBK, their work will increase and stress them. These full qualitative study was conducted to identify factors affecting the task load of teachers in PPKI. After interviews with the 11 PPKI coordinators of each district in Johor, interview transcripts were constructed and analyzed. Through thematic analysis, the findings indicate that there is three factors contributing to the task load of PPKI teachers’ namely students, facilities and leadership. This finding can serve as a guide for headmasters to manage PPKI in schools.
Keywords: PPKI, Special Education, Task Load
Scope of the Article: System Integration