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

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Mrstik, Samantha, Cynthia Pearl, Rebecca Hopkins, Eleazar Vasquez III, and Matthew T. Marino. "Combating Special Educator Attrition: Mentor Teachers’ Perceptions of Job Satisfaction, Resiliency, and Retention." Australasian Journal of Special and Inclusive Education 43, no. 01 (2019): 27–40. http://dx.doi.org/10.1017/jsi.2018.20.

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AbstractSpecial educator attrition is a major problem in the United States (US) and in many countries worldwide. In the present study, we investigated the experiences of 5 highly successful special education teachers serving students with autism spectrum disorder in the central Florida area of the US with particular attention to factors associated with teacher retention. A phenomenological research design was employed to identify factors leading participants to persevere where others have not. A representative sample was included of multiple teachers in classrooms of varying grade levels and s

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12

Ax, Mary, Greg Conderman, and J. Todd Stephens. "Principal Support Essential for Retaining Special Educators." NASSP Bulletin 85, no. 621 (2001): 66–71. http://dx.doi.org/10.1177/019263650108562108.

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Principals play a crucial role in the level of job satisfaction and the retention of special educators. This article highlights issues surrounding the need for administrative support, especially for teachers of children with emotional and/or behavioral disabilities (ED/BD).

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13

SINGH, KUSUM, and BONNIE S. BILLINGSLEY. "Intent to Stay in Teaching." Remedial and Special Education 17, no. 1 (1996): 37–47. http://dx.doi.org/10.1177/074193259601700105.

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LISREL ANALYSES WERE USED TO EXAMINE THE EFFECTS OF WORK-RELATED VARIABLES ON TWO GROUPS OF SPECIAL EDUCATORS' INTENT TO STAY IN TEACHING. THE FINAL SAMPLE INCLUDED 658 SPECIAL EDUCATORS (159 TEACHERS OF STUDENTS WITH EMOTIONAL DISORDERS AND 499 SPECIAL EDUCATORS FROM OTHER SPECIAL EDUCATION AREAS). RESULTS INDICATED THAT FOR BOTH GROUPS OF TEACHERS, THE MOST IMPORTANT DETERMINANT OF INTENT TO STAY IN TEACHING WAS WORKPLACE CONDITIONS. FOR BOTH GROUPS, JOB SATISFACTION HAD THE STRONGEST DIRECT POSITIVE EFFECT ON INTENT TO STAY AND ROLE-RELATED PROBLEMS HAD NEGATIVE EFFECTS ON INTENT TO STAY. P

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14

Rahmati, Abbas, Masoumeh Sajjadi, and Azar Negarestani. "A Spiritual Approach to Job Satisfaction and Motivation among Special Education Teachers." Health, Spirituality and Medical Ethics 5, no. 3 (2018): 29–35. http://dx.doi.org/10.29252/jhsme.5.3.29.

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15

Kim, Jakyoung, and Bohee Shin. "Relationship among Job Stress, Interpersonal Competency, and Job Satisfaction of Beginning Elementary Special Education Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 2 (2019): 1029–49. http://dx.doi.org/10.22251/jlcci.2019.19.2.1029.

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16

강영택 and 이정현. "Special education teachers' Burnout and Job Satisfactions based on their teacher experience." Journal of Special Education 21, no. 2 (2014): 48–76. http://dx.doi.org/10.34249/jse.2014.21.2.48.

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17

Lobosco, Anna F., and Dianna L. Newman. "Teaching Special Needs Populations and Teacher Job Satisfaction." Urban Education 27, no. 1 (1992): 21–31. http://dx.doi.org/10.1177/0042085992027001003.

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18

Mohd Sukor, Nurhafizah, and Siti Zubaidah Hussin. "Self-Efficacy and Its Influence on Job Satisfaction Among Substance Abuse Prevention Program Teachers." ‘Abqari Journal 21, no. 1 (2019): 36–45. http://dx.doi.org/10.33102/abqari.vol21no1.225.

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Drug prevention and education program had been implemented in schools through special Substance Abuse Prevention Program (PPDa). The purpose of this study was to identify self-efficacy, job satisfaction and their relationships among PPDa teachers. This study also measured the differences in self-efficacy and job satisfaction based on gender and experiences in handling PPDa program. The researcher used snowball sampling technique to recruit 150 PPDa teachers in Malaysia. The translation version of 'General Self-efficacy Scale' and Job Descriptive Index (JDI) were used to achieve the research ob

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19

배옥경, 강혜진, and JaKyoung Kim. "A study on the Burnout, Empowerment and Job Satisfaction of Special Education Teachers." Journal of Special Children Education 15, no. 2 (2013): 147–69. http://dx.doi.org/10.21075/kacsn.2013.15.2.147.

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20

Lee, Kyung Hwa. "The Relationship between Job Satisfaction and Organization Commitment of Special Physical Education Teachers." Journal of Sport and Leisure Studies 26 (May 31, 2006): 405–16. http://dx.doi.org/10.51979/kssls.2006.05.26.405.

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21

김정민, 김경화, and 임해주. "A Qualitative Study on the Job Satisfaction of the Special Education Teachers at the Special Education Support Center." Journal of Special Children Education 16, no. 1 (2014): 321–38. http://dx.doi.org/10.21075/kacsn.2014.16.1.321.

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22

Yavuz, Mehmet. "Examination of the Job Satisfaction of Teachers Working With Individuals in Need of Special Education With Regard to Certain Variables." Journal of Education and Training Studies 6, no. 7 (2018): 73. http://dx.doi.org/10.11114/jets.v6i7.3228.

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In this study, the job satisfaction levels of teachers working with individuals in need of special education were examined with regard to certain variables. General survey model was used in the study and the study group of this research was comprised of teachers from all over Turkey who work at special education schools, integration and special education classrooms. The job satisfaction scale developed by Şahin (1999) was used in the study. The scale was developed using Google and administered online on December 08, 2017 and December 30, 2017. A total of 465 teachers participated in the study.

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23

Nordin, Mohd Norazmi Bin, Mohamad Zaid Bin Mustafa, and Abdul Rasid Bin Abdul Razzaq. "Relationship between Headmasters' Leadership, Task Load on Special Education Integration Programme Teachers' Job Satisfaction." Universal Journal of Educational Research 8, no. 8 (2020): 3398–405. http://dx.doi.org/10.13189/ujer.2020.080813.

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24

Sari *, Hakan. "An analysis of burnout and job satisfaction among Turkish special school headteachers and teachers, and the factors effecting their burnout and job satisfaction." Educational Studies 30, no. 3 (2004): 291–306. http://dx.doi.org/10.1080/0305569042000224233.

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25

Gehrke, Rebecca Swanson, and Kathleen Mccoy. "Considering the Context: Differences between the Environments of Beginning Special Educators who Stay and those who Leave." Rural Special Education Quarterly 26, no. 3 (2007): 32–40. http://dx.doi.org/10.1177/875687050702600305.

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Rural schools and other traditionally hard-to-staff schools continue to struggle with the recruitment and retention of qualified special education teachers. Beginning special educators are two and one half times more likely to leave their positions than their general education counterparts. The study reported here extends the literature base on teacher retention by exploring factors that contribute to the professional growth and job satisfaction of a particular group of beginning special educators in a variety of settings, including rural, urban, and suburban districts, both elementary and sec

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26

KIM, Kyoung-Mi, Ja-Kyoung KIM, and Sung-Wook JANG. "Relationship among Happiness, Teachers' Efficacy and Job Satisfaction of Early Childhood Special Education Teachers according to the Backgrounds." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 29, no. 1 (2017): 13–30. http://dx.doi.org/10.13000/jfmse.2017.29.1.13.

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27

Eichinger, Joanne. "Job Stress and Satisfaction Among Special Education Teachers: Effects of gender and social role orientation." International Journal of Disability, Development and Education 47, no. 4 (2000): 397–412. http://dx.doi.org/10.1080/713671153.

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28

Platsidou, Maria, and Ioannis Agaliotis. "Burnout, Job Satisfaction and Instructional Assignment‐related Sources of Stress in Greek Special Education Teachers." International Journal of Disability, Development and Education 55, no. 1 (2008): 61–76. http://dx.doi.org/10.1080/10349120701654613.

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29

Platsidou, Maria. "Trait Emotional Intelligence of Greek Special Education Teachers in Relation to Burnout and Job Satisfaction." School Psychology International 31, no. 1 (2010): 60–76. http://dx.doi.org/10.1177/0143034309360436.

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30

Yi, Seung-Hoon. "A Study on the Relationship of Secondary School Special Education Teachers’ Job Satisfaction and Burnout." Soonchunhyang Exceptional Children Institute 7, no. 2 (2020): 1–11. http://dx.doi.org/10.33125/kdps.2020.7.2.1.

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31

Aziz, Abdul, Faiza Saeed, and Muhammad Saeed. "FACTORS EFFECTING MOTIVATION AND SATISFACTION OF TEACHERS OF HEARING IMPAIRED." Pakistan Journal of Rehabilitation 4, no. 1 (2015): 29–36. http://dx.doi.org/10.36283/pjr.zu.4.1/007.

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Objective This study aimed at investigating motivational factors for improved job satisfaction of teachers working in special schools for hearing impaired children in the Punjab province of Pakistan. Study Design and Sampling Techniques Being qualitative in its nature, this study explored in depth responses of teachers selected purposively. Participants The participants comprised both genders with a teaching experience of more than ten years in any educational institute rendering services for education of hearing impaired students. Data Collection Tools Focus group discussions were arranged an

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32

Lee, Shin-Young, and Hae-Gyun Lee. "Teachers’ Satisfactions of Job Performance of Special Education Teacher-aides for the Visually Impaired Schools." Journal of Special Education & Rehabilitation Science 59, no. 2 (2020): 39–56. http://dx.doi.org/10.23944/jsers.2020.06.59.2.3.

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33

Lombardi, Thomas P., and Judy K. A. Donaldson. "Rural special education teachers respond: Satisfaction with jobs and training program." Rural Special Education Quarterly 7, no. 4 (1987): 29–30. http://dx.doi.org/10.1177/875687058700700409.

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34

Lopes, João Lamego, and Célia Regina Oliveira. "Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy." Education Sciences 11, no. 4 (2021): 169. http://dx.doi.org/10.3390/educsci11040169.

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Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differe

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35

Son, Sun-Yeol, and Yu-Sung Heo. "Special Education Teachers’ Perceptions on Teacher Evaluation for Professional Development and Its’ Impacts on Teaching Expertise and Job Satisfaction." Journal of special education : theory and practice 17, no. 4 (2016): 157–77. http://dx.doi.org/10.19049/jsped.17.4.08.

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36

Olonade, Zaccheaus Olufunminiyi, Kolawole Sunday Ajibola, Omotoye Oluwatobi Oyewumi, Lateef Damilare Olusesi, and Damola Esther Bamidele. "Link between Employees’ Locus of Control, Job Satisfaction, and Job Stress among Teachers: A Survey Analysis in Osun State of Nigeria." Quest Journal of Management and Social Sciences 2, no. 1 (2020): 13–26. http://dx.doi.org/10.3126/qjmss.v2i1.29015.

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Background: Locus of control relates to generalized expectations of an individual about the location of command over subsequent occurrences. Generally, there are two types of locus o control: internal and external. Locus of control impacts to the job satisfaction and motivation of employees towards the work. Objective: The study aims to examine the link between employees’ locus of control, job satisfaction and job stress. Methods: Simple random sampling technique was used to select four-hundred respondents from different cadres of teachers from primary and secondary schools in Osun

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37

조은주, 정세영, and JaKyoung Kim. "A Study on the Motives of Choosing a Teaching Profession and Job Satisfaction among Special Education Teachers." Korean Journal of Physical, Multiple, & Health Disabilities 52, no. 1 (2009): 237–57. http://dx.doi.org/10.20971/kcpmd.2009.52.1.237.

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38

Wangari, Ngigi Susan, and John Aluko Orodho. "Determinants of Job Satisfaction and Retention of Special Education Teachers in Primary Schools in Nairobi County, Kenya." IOSR Journal of Humanities and Social Science 19, no. 6 (2014): 126–33. http://dx.doi.org/10.9790/0837-1967126133.

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39

Park, Yungkeun, and John L. Hosp. "Effects of Teachers’ Job Satisfaction on Quality Management in Secondary Special Education Programs of Students with Intellectual Disabilities." Korean Journal of Special Education 50, no. 4 (2016): 91–110. http://dx.doi.org/10.15861/kjse.2016.50.4.91.

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40

Sumanasena, Muddarage Lakshmi Hemamala, Fareed Mohamed Nawastheen, and Prabha Ransi Jayawardena. "Job satisfaction of teachers working in most difficult schools, with special reference to Puttalam Education Zone, Sri Lanka." Sri Lanka Journal of Social Sciences 43, no. 1 (2020): 39. http://dx.doi.org/10.4038/sljss.v43i1.7934.

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41

김은라 and jae-kook Park. "Impacts of Psychological Burnout on Job Satisfaction of Special Education Teachers: Focused on the Mediating Effect of Social Support and Job Competence." Korean Journal of Physical, Multiple, & Health Disabilities 60, no. 4 (2017): 47–68. http://dx.doi.org/10.20971/kcpmd.2017.60.4.47.

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42

Nordin, Mohd Norazmi bin, Mohamad Zaid Bin Mustafa, and Abdul Rasid Bin Abdul Razzaq. "Regression between Headmaster Leadership, Task Load and Job Satisfaction of Special Education Integration Program Teacher." Universal Journal of Educational Research 8, no. 4 (2020): 1356–62. http://dx.doi.org/10.13189/ujer.2020.080428.

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43

Cirhinlioglu, Zafer, and Ayşegül Demir. "Job satisfaction of advisors working in Private Educational Institutions: Izmir case Özel Eğitim Kurumlarında çalışan rehber öğretmenlerin iş doyumları: İzmir örneği." Journal of Human Sciences 14, no. 2 (2017): 1690. http://dx.doi.org/10.14687/jhs.v14i2.4552.

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The aim of his study was to help teachers by preparing a more consistent work environment, their institutions to understand teachers’ purpose and motivate them to perform better in terms of providing better conditions and guidance services. A demographic information form and occupational satisfaction measure were applied to the advisors working in 108 special education institutions in Izmir. A significant relationship between marital status, age, graduation, professional experience, income level and job satisfaction was found. However, there was no significant relationship between gender, leve

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44

Nojani, Masoumeh Imani, Ali Akbar Arjmandnia, Golam Ali Afrooz, and Maryam Rajabi. "The Study on Relationship between Organizational Justice and Job Satisfaction in Teachers Working in General, Special and Gifted Education Systems." Procedia - Social and Behavioral Sciences 46 (2012): 2900–2905. http://dx.doi.org/10.1016/j.sbspro.2012.05.586.

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45

عاشور, محمد سميح. "قيم العمل لدى معلمي الطلبة المكفوفين و الصم في الأردن = Job Values and Their Relationship to Job Satisfaction with Special Education Schools Teachers in Jordan". مجلة التربية الخاصة 4, № 13 (2015): 132–57. http://dx.doi.org/10.12816/0021015.

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46

Park, Alrin, and Youngsun Yang. "Analysis of the Structural Relationship of Ego-Resilience to Psychological Burnout in Special Education Teachers: The Mediating Effects of Teacher Efficacy and Job Satisfaction." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 10 (2016): 289–309. http://dx.doi.org/10.22251/jlcci.2016.16.10.289.

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47

Norazmi bin Nordin, Mohd, Mohamad Zaid Bin Mustafa, and Abdul Rasid Bin Abdul Razzaq. "The Practice of Headmasters' Leadership and Its Effect on Job Satisfaction of Special Education Integration Program (PPKI) Teachers in Johor, Malaysia." Universal Journal of Educational Research 7, no. 9 (2019): 2008–14. http://dx.doi.org/10.13189/ujer.2019.070923.

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48

حسن, اسامة. "الرضا الوظیفى لدى معلمى التربیة الخاصة وعلاقته ببعض المتغیرات Level Of job Satisfaction With Special Education Teachers And Its Relation With Some Variables". مجلة کلیة علوم ذوی الاحتیاجات الخاصة 2, № 2 (2020): 816–51. http://dx.doi.org/10.21608/jshm.2020.30989.1012.

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49

Tymchyk, Olena, and Yuliia Zhukova. "ORGANIZATION OF INCLUSIVE SPACE IN THE MODERN UNIVERSITY: INDIVIDUALIZATION AND UNIFICATION." Educological discourse 32, no. 1 (2021): 69–86. http://dx.doi.org/10.28925/2312-5829.2021.1.5.

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The implementation of qualitative inclusion in higher education institutions is one of the conditions for the constant development of Ukraine. The analysis of statistical data, made by the authors, shows a permanent reduce of the number of people with disabilities, who obtain higher education now. Based on the analysis of modern researches and media materials, authors identify the reasons for this tendency. They believe that one of the main barriers is the inability of young people with disabilities to get a job in their specialty and build a successful professional trajectory. Having analyzed

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50

Strydom, Louise, Nico Nortjé, Roelf Beukes, Karel Esterhuyse, and Jeanne van der Westhuizen. "Job satisfaction amongst teachers at special needs schools." South African Journal of Education 32, no. 3 (2012): 255–66. http://dx.doi.org/10.15700/saje.v32n3a582.

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