Prosocial Behavior of Special Education Teachers: A Case Study in Assisting Special Needs Children in Puberty Age with a Different Gender

Puberty is a transition phase from childhood to adolescence that causes various changes in individuals, including those with special needs. These changes cause discomfort for special education teachers when assisting students with special needs of different genders during puberty. It causes special education teachers to be unable to provide maximum assistance. This study aimed to explore the prosocial behavior of special education teachers who assist students with special needs of different genders during puberty and to determine the factors that influence this behavior. This qualitative study used a case study model with observation and semi-structured interview data collection methods. Four subjects in this study were selected through purposive sampling techniques. Data were analyzed using six-step thematic analysis techniques, and validity was tested through data triangulation and interpretative methods. The study found that the prosocial behavior of special education teachers in assisting students with special needs is demonstrated in four aspects. The sharing aspect carried out by teachers is reflected in classroom learning activities. The four participants showed the aspects of caring and empathy in different ways according to the characteristics and challenges of the children. Meanwhile, helping behavior focuses on nonacademic assistance, such as assisting with toilet training and preventing inappropriate sexual behavior, such as masturbation at school and touching the chest and genital area of the opposite sex. Factors influencing this prosocial behavior include special interests, gender relations, competence of children with special needs, age, physical fitness, and social meaning.