Relevant bibliographies by topics / Special education teachers - Job satisfaction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Special education teachers - Job satisfaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Special education teachers - Job satisfaction"

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Darcy, Paula, Tiffany Kusznikow, and David Lester. "Job Satisfaction of Special Education Teachers." Psychological Reports 77, no. 1 (1995): 186. http://dx.doi.org/10.2466/pr0.1995.77.1.186.

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Conley, Sharon, and Sukkyung You. "Key influences on special education teachers’ intentions to leave." Educational Management Administration & Leadership 45, no. 3 (2016): 521–40. http://dx.doi.org/10.1177/1741143215608859.

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The subject of special education teachers’ intentions to leave has been a longstanding concern of researchers and practitioners. This paper reports on a study that examined the workplace predictors of teachers’ intentions to leave for a nationally representative USA sample of 2060 secondary school special education teachers (with students aged approximately 13–18). Structural equation modeling was used to assess the plausibility of a conceptual model, specifying linkages among special education teachers’ perceptions of workplace factors, job satisfaction and commitment, and teachers’ intention
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Bibi, Akhtar, Muhammad Adnan Khalid, and Amina Hussain. "Perceived organizational support and organizational commitment among special education teachers in Pakistan." International Journal of Educational Management 33, no. 5 (2019): 848–59. http://dx.doi.org/10.1108/ijem-12-2017-0365.

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Purpose The purpose of this paper is to examine the relationship between perceived organizational support (POS), organizational commitment and job satisfaction among special education teachers in Pakistan. The data were collected from 85 special education teachers from different special education centers in Punjab, Pakistan. POS was measured using a survey of POS developed by Eisenberger et al. (1986). Affective continuance and normative commitment are measured by affective continuance and normative commitment scales developed by Meyer and Allen’s (1984) and Allen and Meyer (1990), respectivel
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Loukeri, Paraskevi, Agathi Stathopoulou, Yolanda Salapata, and Athanasios Drigas. "Charismatic Leadership and Special Education Teachers’ Empowerment." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 9, no. 3 (2021): 89. http://dx.doi.org/10.3991/ijes.v9i3.23477.

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<p>In general, leadership is strongly correlated with the empowerment of the followers’ personal vision as well as with the effectiveness of their work. On the top of that, the admiration derived of a group of people towards a leader, is a determine factor to characterize the leader as “charismatic – emotionally intelligent”. Consequently, final target along with the adopted strategies are the key points for successful leadership. This is how a high-leveled Job Satisfaction environment for the employees, can be secured, protecting them against Job Burnout syndrome. In Special Education,
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Stempien, Lori R., and Roger C. Loeb. "Differences in Job Satisfaction Between General Education and Special Education Teachers." Remedial and Special Education 23, no. 5 (2002): 258–67. http://dx.doi.org/10.1177/07419325020230050101.

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Gersten, Russell, Thomas Keating, Paul Yovanoff, and Mark K. Harniss. "Working in Special Education: Factors that Enhance Special Educators' Intent to Stay." Exceptional Children 67, no. 4 (2001): 549–67. http://dx.doi.org/10.1177/001440290106700408.

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This article presents findings from a study of factors that lead to special education teacher attrition and retention involving 887 special educators in three large urban school districts. We focus on a path analysis of the relationship between intent to stay in the field and factors such as job satisfaction, commitment to special education teaching, and various aspects of job design. Findings suggest several critical factors to consider in order to increase retention and commitment. A leading negative factor was stress due to job design. Perceived support by principals or other teachers in th
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윤혁 and 허유성. "Relationships among job demands, teachers' experience, burnout, and job satisfaction of special education teachers compared with general education teachers." Journal of Inclusive Education 7, no. 2 (2012): 143–64. http://dx.doi.org/10.26592/ksie.2012.7.2.143.

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LITTRELL, PEGGY C., BONNIE S. BILLINGSLEY, and LAWRENCE H. CROSS. "The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching." Remedial and Special Education 15, no. 5 (1994): 297–310. http://dx.doi.org/10.1177/074193259401500505.

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THE PRIMARY PURPOSE OF THIS STUDY WAS TO IDENTIFY SPECIAL AND GENERAL TEACHERS' PERCEPTIONS OF PRINCIPAL SUPPORT. TEACHERS INDICATED THE EXTENT TO WHICH THEY RECEIVED VARIOUS TYPES OF SUPPORT AS WELL AS THE IMPORTANCE OF EACH TYPE OF SUPPORT. WE ALSO INVESTIGATED THE EFFECTS OF PERCEIVED PRINCIPAL SUPPORT ON TEACHER STRESS AND PERSONAL HEALTH, JOB SATISFACTION, SCHOOL COMMITMENT, AND INTENT TO STAY IN TEACHING. QUESTIONNAIRES INCLUDING MEASURES OF SUPPORT, STRESS, JOB SATISFACTION, SCHOOL COMMITMENT, PERSONAL HEALTH, AND INTENT TO STAY WERE RECEIVED FROM 385 SPECIAL AND 313 GENERAL EDUCATION T
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Cross, Lawrence H., and Bonnie S. Billingsley. "Testing a Model of Special Educators' Intent to Stay in Teaching." Exceptional Children 60, no. 5 (1994): 411–21. http://dx.doi.org/10.1177/001440299406000504.

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This study used path analysis to examine the effects of work-relatedfactors—including principal support, stress, role problems, job satisfaction, and commitment—on 542 Virginia special educators' expressions of intent to stay in teaching. Demographic variables—including teachers of students with emotional disabilities and race and gender of teachers—were treated as exogenous variables. Job satisfaction had a positive direct effect on intention to stay in teaching. Factors with small effects included professional commitment and perceived employability outside teaching. Principal support, stress
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Žunić-Pavlović, Vesna, and Miroslav Pavlović. "Self-efficacy and job satisfaction of teachers in schools for students with disabilities." Specijalna edukacija i rehabilitacija 19, no. 3 (2020): 165–79. http://dx.doi.org/10.5937/specedreh19-28267.

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Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these t
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Dissertations / Theses on the topic "Special education teachers - Job satisfaction"

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Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Thesis (Ed. D.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
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Hendricks, Mary Beth. "Factors influencing urban special education teachers' commitment, job satisfaction, and career plans." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-171830/.

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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisf
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Cummings, Elizabeth (Elizabeth Ann). "Stress and Job Satisfaction Among Special Education Teachers in Urban Districts in Texas." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278208/.

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The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.
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Sirk, Jennifer Pitzer. "Administrators' influence on job satisfaction for West Virginia special education teachers." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=454.

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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains xvi, 218 p. : ill., map. Includes abstract. Includes bibliographical references (p. 184-201).
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To, Sung-sung, and 杜生生. "Job satisfaction among special education teachers of special schools for severe grade mentally handicapped children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961204.

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Dempsey, Mary Ann. "The effect of role perception of regular and special education teachers on job satisfaction /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125220022.

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Mehrenberg, Richard L. "An investigation of the effects of paperwork demands on the morale of first year special education teachers does "red tape" overwhelm green teachers? /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4523.

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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 167. Thesis director: Margo A. Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 159-166). Also issued in print.
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To, Sung-sung. "Job satisfaction among special education teachers of special schools for severe grade mentally handicapped children in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184690.

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Cheung, Chiu-kwan. "Job satisfaction among moderately mentally handicapped school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710201.

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Books on the topic "Special education teachers - Job satisfaction"

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Massachusetts. General Court. Joint Committee on Education. Special Commission on the Conditions of Teaching. Leading the way: Report of the Special Commission on the Conditions of Teaching / Massachusetts State Legislature. Commonwealth of Massachusetts, General Court, Joint Committee on Education, 1987.

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Teachers, straight talk from the trenches. Lowell House, 1989.

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Teacher motivation and retention in Ghana: The professional teacher in Africa. Ghana Universities Press, 1991.

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Gross, Jean. Beating bureaucracy in special educational needs. Routledge, 2008.

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Gross, Jean. Beating bureaucracy in special educational needs. Routledge, 2008.

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Gross, Jean. Beating bureaucracy in special educational needs: Helping sencos maintain a work/life balance. 2nd ed. Routledge, 2013.

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Dedrick, Charles V. L. The special educator and job stress. National Education Association, 1990.

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al- Riḍā al-mihanī ladá muʻallimī al-marḥalatayn, al-mutawassiṭah wa-al-thānawīyah bi-Muḥāfaẓat Jiddah al-Taʻlīmīyah. al-Mamlakah al-ʻArabīyah al-Saʻūdīyah, Wizārat al-Taʻlīm al-ʻĀlī, Jāmiʻat Umm al-Qurá, Maʻhad al-Buḥūth al-ʻIlmīyah, Markaz al-Buḥūth al-Tarbawīyah wa-al-Nafsīyah, 2001.

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Huisken, Freerk. Weder für die Schule, noch für's Leben: Vom unbestreitbaren Nutzen unserer Lehranstalten. VSA-Verlag, 1992.

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How was your day at school?: Improving dialogue about teacher job satisfaction. Search Institute Press, 2008.

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Book chapters on the topic "Special education teachers - Job satisfaction"

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Jiang, Yuhong. "A Study on the Relationship Between English Teachers’ Job Satisfaction and Job Burnout." In A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53637-7_10.

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Yang, Liu. "“Spirit-Oriented”—To Improve Job Satisfaction of Teachers in Physical Education Institutes." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25538-0_5.

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Papasotiriou, Evangelia, Georgios Sidiropoulos, Stamatis Ntanos, Miltiadis Chalikias, Michalis Skordoulis, and Dimitris Drosos. "Burnout and Job Satisfaction: The Case of Physical Education Teachers in Local Sports Organizations." In Smart Tourism as a Driver for Culture and Sustainability. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03910-3_34.

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Yang Hansen, Kajsa, Jelena Radišić, Xin Liu, and Leah Natasha Glassow. "Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_5.

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AbstractEquity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.
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Singh, Rupali, Ginni Chawla, and Avani Desai. "Job Satisfaction and Teachers Retention." In Management Education for Global Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1013-0.ch007.

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The objective of this research is to provide a platform to researchers to formulate retention strategies for their respective teaching staff and institutes. The present study has thus undertaken extensive literature review and depicted the impact of job satisfaction in teacher's retention at management institutes in India. The scope of present study is to identify the factors affecting teacher's retention in management institutes in Indian and also to explore the importance of job satisfaction in the same. The future research direction of the present study is to engage the Baron and Kenny, 1986 model for mediation regression analysis and conduct the institute specific study for exploring the frequency of each factor in retaining teachers within their institutes.
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Chatterjee, Soumen, and Paramita Sarkar. "Impact of Managerial Atmosphere on Turnover Intent in the Private Education Institutions of West Bengal." In Interdisciplinary Perspectives on Business Convergence, Computing, and Legality. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4209-6.ch010.

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This study topic was taken up to scrutinize the issues that are having a crucial impact on the job satisfaction of the teachers of private colleges in West Bengal. Further, this research tries to throw some light on the overall effect of job satisfaction on the turnover intention of the employees. At the end of the chapter, the authors find that the organizational culture and its reward systems undoubtedly have a positive impact on job satisfaction, in contrast to the workload and role of leadership, which have a negative impact on job satisfaction. However, the study also confirmed that job satisfaction itself has a very strong relation with turnover intention.
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"A Comparative Study of Secondary School Teachers’ Job Satisfaction in Relation to School Organizational Climate in Iran and India." In Education and Leadership. Brill | Rodopi, 2008. http://dx.doi.org/10.1163/9789401205900_010.

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Bot, Hanneke. "Interpreting in Mental Health, Anything Special?" In Research Anthology on Mental Health Stigma, Education, and Treatment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch067.

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This article discusses some of the key issues of mental health talk in general, both in attitude as well as in words, and dwells upon the difficulties this can pose for interpreters. Subsequently, ways to deal with these difficulties are given. The issue of empathic stress is touched upon. It is argued that, with general background knowledge of disorders and treatment methods and with support to deal with emotional situations, interpreting in mental healthcare will be a very rewarding type of work. Without such preparation and ongoing support, interpreters may not always be able to join into the therapeutic communication properly, which may harm the progress of the treatment and may also hamper their own feelings of well-being and job satisfaction.
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Cowley, Danielle M. "Preparing Critical, Secondary Special Educators." In Handbook of Research on Classroom Diversity and Inclusive Education Practice. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2520-2.ch005.

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In this chapter the author explores teacher preparation as the logical site for cultivating praxis for secondary inclusive education. The author describes a university course on inclusive education for preparing critical special education teachers. The author offers disability studies in education (DSE) as a theoretical framework for supporting critical thought and creating just and inclusive educational practices for students with disabilities in P-21 settings. The author then outlines two themes that ground the architectural design of the course: re/thinking students (person-first narratives of disability) and re/designing pedagogy (Universal Design for Learning). According to Smith (2009), DSE “sees oppression and prejudice in sociocultural contexts and seeks to address those concerns” (p. 215). In preparing critical special educators it is our job to help students not only “see” the oppression of exclusion, but to provide them with concrete ways to create change and remain resilient.
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Norouzpour, Fatemeh, and Majid Pourmohammadi. "The Effect of Job Satisfaction on Teachers' Creativity in Using Subsidiary Materials in Learning English in Iranian English Institutes." In Modern Perspectives in Language, Literature and Education Vol. 4. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v4/7377d.

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Conference papers on the topic "Special education teachers - Job satisfaction"

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Wei, Xin, Hongye Wang, Qiuzhu Liu, and Xiaoli Yang. "The Relationship between Teaching Efficacy and Job Satisfaction of Special School Teachers after In-Service Training: Analysis of the Mediating Effect of Organizational Commitment." In Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.018.

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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenome
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Gedviliene, Genute, and Rasa Didziuliene. "Teachers’ Job Satisfaction and Personal Life Balance Aspects." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.033.

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Kozina, Ekaterina. "SOCIALISATION BEYOND TEACHING: THE JOB SATISFACTION OF BEGINNING TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1387.

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Kaseorg, Merike, and Krista Uibu. "Factors Influencing Job Satisfaction of Estonian Primary School Teachers." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.9.

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Tatalović Vorkapić, Sanja. "PERSONALITY TRAITS AND PSYCHOLOGICAL NEEDS SATISFACTION AS PREDICTORS OF EARLY CHILDHOOD TEACHERS’ JOB SATISFACTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2101.

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Matveev, Vyacheslav. "Teachers’ Job Satisfaction And Desire To Leave The Profession." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.75.

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Li, Xiu. "Thinking on Special Education Teachers' On-the-job Training Based on the Professional Standard for Special Education Teachers." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.31.

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Kim, Jeong-Mi. "The Difference in the Life Satisfaction and Job Satisfaction of Nursing Teachers Depending on their Socio-Demographic Characteristics." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.42.

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Vygovskaya-Kazarina, Olga, Marina Kutieva, Elena Orekhova, and Victoriya Safronova. "FACTORS CONTRIBUTING TO TEACHERS’ JOB SATISFACTION: THE CASE OF RUSSIAN UNIVERSITIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2739.

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