International Journal Of Psychological Rehabilitation, Vol.24, Issue 07, 2020 Issn: 1475-7192 7439 Special Education Integration Program (PPKI) Teachers: Task Load And Job Satisfaction Mohd Norazmi bin Nordin 1 , Mohamad Zaid Bin Mustafa 2 , Abdul Rasid Bin Abdul Razzaq 3 Abstract: The task loads has long been an issue among teachers in Malaysia. These expenses increase to teachers for the Special Education Integration Program (PPKI). This high burden of duty will undermine the PPKI teachers’ job satisfaction. Although there are many studies on this issue in Malaysia and abroad, however, specific studies on the impact of the task load on the job satisfaction of special education teachers in Malaysia are still being ignored. Therefore, following the continuation of the issue, this qualitative study is aimed for exploring the elements of PPKI task load constructs that influences PPKI teacher job satisfaction in Johor, Malaysia. This study uses the full range of interview methods in collecting data. Interview sessions were administered to 11 coordinators of PPKI for each district in Johor. Thematic analysis was conducted based on the transcript of the interview that has been produced. The findings show there are five elements of PPKI teacher task loads in Johor namely time, type of assignment, working environment, teachers' readiness and resources. Therefore, the parties involved, such as teachers and administrators, should pay attention to these elements to reduce the risk of teachers' task loads and also to meet the PPKI teachers’ job satisfaction in Johor. Keywords: Task load, Teacher Job Satisfaction, Special Education, PPKI, Special Education’s Teachers I. INTRODUCTION Issues related to teacher task loads have occurred over the last few years and have continued to recent (John Anderson, 2017). This issue involves most teachers in Malaysia and teachers in PPKI especially (Junaidah & Nik Rusila, 2013). This task load occurs when PPKI teachers are forced to perform additional tasks that do not involve special education as well as special needs students (Norizan et al., 2013). When the burden of this task becomes high, teachers' job satisfaction will also be blocked. Rabayah et al., (2010) states that these constraints indirectly affect the disability of students with special needs. PPKI teachers essentially need to be with special needs students almost every time in managing their own learning and management (Junaidah & Nik Rusila, 2013). This problem exists because of four factors, namely the leadership of the headmaster, the school facilities, the special needs of the pupils and the willingness of the teacher itself (Abdul Rahim et al., 2006). There are studies on this subject in the country such as the study by Amalina and Azita (2016) regarding the task load factor which causes pressure on PPKI teachers. Similarly, research by Norashid and Hamzah (2014), Junaidah and Nik Rusila (2013), Mohamad Abdillah Royo and Woo (2010) and Rabayah et al., (2010) conclude that PPKI teachers carry a high burden on school when forced to do extra work in the mainstream. Although there are many studies on this issue in Malaysia, there are less direct studies related to the impact of task load on job satisfaction of special education teachers. It is hoped that this study will draw the attention 1 Faculty of Technical and Vocational Education Universiti Tun Hussein Onn Malaysia (UTHM) 86400 Parit Raja, Johor gb180016@siswa.uthm.edu.my mohdnorazmi.nordin@yahoo.com 011-53555095