Abstract

This research aims to study the needs for teacher development of the Special Education Bureau Group 1 based on the concept of facilitation skills. This is descriptive research. The research population included a group of Special Education Centers subsidiary to the Special Education Bureau. The information source Group 1 included 11 school directors and 16 school deputy directors, 27 in total, with purposive sampling used in the process. This also included 173 teachers with stratified sampling used. The total number of the population was 200. The research instrument used was a questionnaire on current conditions, desirable conditions, and the needs for teacher development of the Special Education Bureau Group 1 based on the concept of facilitation skills. Statistics used in data analysis were frequency, percentage, arithmetic mean, and standard deviation.

According to the results, it was found that the needs for teacher development of the Special Education Bureau Group 1 based on the concept of facilitation skills were, in general, at a moderate level (M = 3.413, SD = 0.798). When considering each aspect of the needs for teacher development of the Special Education Bureau Group 1 based on the concept of facilitation skills, it was found that empowerment skills were most essential (PNIModified =0.376), followed by communication and conflict resolution skills (PNIModified =0.371), management skills (PNIModified =0.360), skills to create and sustain a participatory environment (PNIModified =0.344), and interpersonal skills (PNIModified =0.333).

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