An Approach of Fuzzy Delphi Method (FDM) to Develop the Risk Management Index in Special Education Mathematics

Abstract

According to previous research, low self-efficacy leads to special education mathematics teachers to doubt their self-confidence and experience mathematics anxiety, affecting both the efficiency of teaching mathematics and student achievement. Many teachers, whether fresh to the teaching profession or in-service, struggled with mathematics instruction. It was unsurprising that they would prefer not to teach mathematics and would rather leave if given the option. To avoid potential losses in the future, school administrations must be aware of and identify the risk of their human resources. Thus, the purposes of this study are to identify and weight each significant risk factor in the development of a risk management index in special education mathematics using the Fuzzy Delphi Method (FDM). The risk management index can be utilized by school administrators as a guideline tool for decision making in special education mathematics. The consensus of sixteen experts from both fields in FDM confirmed and ranked seven significant factors. The newly constructed risk index formula utilizes all factors and their weightings. The findings indicated that the approach method has a high potential for dealing with the complexities of risk management in human resources.