<![CDATA[Penelitian ini bertujuan untuk menggambarkan strategi coping stres yang digunakan guru Sekolah Luar Biasa (SLB) dalam menghadapi orang tua siswa autis. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan dua guru SLBN Kota Gorontalo sebagai partisipan yang dipilih secara purposive. Pengumpulan data dilakukan melalui wawancara terstruktur dan studi dokumentasi, sedangkan analisis data menggunakan tahapan reduksi data, penyajian data, serta penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa guru menerapkan dua strategi coping utama, yaitu problem-focused coping melalui peningkatan komunikasi dengan orang tua, membangun kerja sama, berbagi pengalaman dengan rekan sejawat, serta mencari solusi bersama, dan emotion-focused coping melalui refleksi diri, penguatan religiusitas, penerimaan diri, serta pengelolaan emosi. Sumber stres utama berasal dari perbedaan ekspektasi dengan orang tua, tuntutan komunikasi, dan rendahnya keterlibatan orang tua dalam mendukung program pembelajaran di sekolah. Dukungan kepala sekolah dan rekan sejawat berperan penting dalam memperkuat kemampuan guru mengelola tekanan sehingga membantu menjaga stabilitas emosi dan kepuasan kerja. Penelitian ini memberikan kontribusi ilmiah dengan menunjukkan bahwa strategi coping guru SLB dalam menghadapi orang tua siswa autis bersifat dinamis melalui kombinasi problem-focused coping dan emotion-focused coping, serta dipengaruhi oleh faktor personal dan dukungan sosial. Temuan ini memperkaya kajian mengenai coping stres guru pada konteks hubungan guru–orang tua siswa autis yang masih relatif terbatas dalam penelitian sebelumnya. This study aimed to explore the stress coping strategies employed by teachers in special schools (Sekolah Luar Biasa; SLB) when dealing with the parents of students with autism. A qualitative approach with a case study design was employed, involving two teachers from a public special school (SLBN) in Gorontalo City, Indonesia, who were purposively selected as participants. Data were collected through structured interviews and document analysis and were analyzed using data reduction, data display, and conclusion drawing/verification techniques. The findings revealed that the teachers adopted two primary coping strategies: problem-focused coping, which included improving communication with parents, fostering collaborative partnerships, sharing experiences with colleagues, and seeking joint solutions; and emotion-focused coping, which involved self-reflection, strengthening religious beliefs, self-acceptance, and emotional regulation. The major sources of stress stemmed from discrepancies between teachers' and parents' expectations, communication demands, and parents' limited involvement in supporting school-based learning programs. Support from school principals and colleagues played a significant role in enhancing teachers' capacity to manage work-related stress, thereby contributing to emotional stability and job satisfaction. This study contributes to the literature by demonstrating that the coping strategies of special school teachers in managing interactions with the parents of students with autism are dynamic, integrating both problem-focused and emotion-focused coping, and are shaped by personal factors and social support. These findings extend the existing body of knowledge on teacher stress coping by providing empirical evidence from the relatively underexplored context of teacher–parent relationships in special education for students with autism. ]]>
