This study aims to determine the competence of special education teacher (SET) in
inclusive schools in Indonesia based on self-evaluation, including pedagogic,
personality, professional, social, and special education competencies. This research is a survey research with quantitative approach involving 265 SETs from 4 districts in
Central Java as research respondent with purposive cluster sampling technique. The
variables studied were SET competence, including pedagogic, social, personality,
professional, and special education competencies. Data were collected with SET
Competence inventory scale consisting of 95 items. The instrument validity test was
done with content validity followed by analysis of different item with Product-Moment
Pearson correlation (r = 0.422-0.765) and reliability test with Alpha-Cronbach formula
(r = 0.751). Data analysis was done by descriptive statistical analysis. SET evaluation
results were in good category, although there is still a small part of the SET that
assesses their selves in poor competence. Nevertheless, this SET competency
assessment is still based on self-evaluation results. Therefore, this evaluation results still need to be continued with other evaluations, such as portfolio assessment, performance appraisal, SET performance assessment, and assessment of the success of students with special needs in order to obtain SET competency comprehensively. The results of this
study can be a recommendation related to SET competence development policy by
inclusive schools and government.
Keywords: self-evaluation; competence; special education teacher (SET); inclusive
school
