Relevant bibliographies by topics / Special education teachers Job stress. Job satisfaction

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

Academic literature on the topic 'Special education teachers Job stress. Job satisfaction'

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Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Special education teachers Job stress. Job satisfaction"

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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 (April 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 the school helped alleviate this stress. Another key factor was the sense that special educators were learning on the job, either formally or informally, through collegial networks.
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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 (March 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, and role problems had direct effects on job satisfaction and commitment. Work-related variables should be included in strategies for retaining special educators.
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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 (September 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 TEACHERS IN VIRGINIA. GENERALLY, RATINGS OF SUPPORT WERE SIMILAR FOR GENERAL AND SPECIAL EDUCATORS. CROSS-VALIDATED REGRESSION RESULTS INDICATE THAT WORK-RELATED VARIABLES ARE BETTER PREDICTORS OF EXTENT OF SUPPORT THAN ARE DEMOGRAPHIC VARIABLES. FURTHER, SPECIFIC TYPES OF SUPPORT ARE SIGNIFICANT PREDICTORS OF JOB SATISFACTION, SCHOOL COMMITMENT, AND PERSONAL HEALTH.
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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 (January 31, 2019): 1029–49. http://dx.doi.org/10.22251/jlcci.2019.19.2.1029.

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SINGH, KUSUM, and BONNIE S. BILLINGSLEY. "Intent to Stay in Teaching." Remedial and Special Education 17, no. 1 (January 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. PRINCIPAL SUPPORT INFLUENCED INTENT INDIRECTLY THROUGH ROLE-RELATED PROBLEMS AND JOB SATISFACTION. FURTHER, STRESS HAD AN ADVERSE INDIRECT EFFECT ON INTENT TO STAY THROUGH JOB SATISFACTION AND PROFESSIONAL COMMITMENT.
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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 (May 19, 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 State of Nigeria. Data were collected through a structured questionnaire having three scales including personal data. Findings: The results shows that two hypotheses were tested and the results showed that there was a significant relationship between locus of control and employee’s job satisfaction at 0.05 level of significance. Also, it was found out that locus of control significantly predicted employee’s job stress. The study revealed that locus of control has an impact on employee’s job performance and job stress among teachers of Osun State of Nigeria. Conclusion and Recommendations: The study, therefore, recommended that the ministry of education in Osun State has to organize special training on the locus of control for her workforce. Human resource managers should include locus of control as one of the factors that should be measured during recruitment and selection exercise. Furthermore, workers need to be exposed to the outside world which in turn will have an impact on their view of the world and thereafter enhance their locus of control. Implications: The paper will be useful to concerned authority in order to plan the motivation schemes for teachers in Nigeria which would lead to improve situation of job satisfaction among teachers.
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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 (December 2000): 397–412. http://dx.doi.org/10.1080/713671153.

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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 (March 2008): 61–76. http://dx.doi.org/10.1080/10349120701654613.

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Aziz, Abdul, Faiza Saeed, and Muhammad Saeed. "FACTORS EFFECTING MOTIVATION AND SATISFACTION OF TEACHERS OF HEARING IMPAIRED." Pakistan Journal of Rehabilitation 4, no. 1 (January 10, 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 and a semi structured interview guide was used to elicit in-depth responses of the participants. These responses were then transcribed and thematically analyzed. Results Gazetted post, high pay scale, recognition, serving persons with disability and less working hours came out as the motivating factors, whereas improper student placement, lack of appreciation from administration, stress level, low job status, low respect level emerged as major job dissatisfying factors for the teachers of children with hearing impairment. Conclusion The stakeholders must be aware of top motivational factors and try to nourish them. Non motivating factors should be minimized for teachers of hearing impaired children for their retention and prosperous organizational atmosphere which will ultimately lead to better student achievement.
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Lopes, João Lamego, and Célia Regina Oliveira. "Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy." Education Sciences 11, no. 4 (April 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 differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.
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Dissertations / Theses on the topic "Special education teachers Job stress. Job satisfaction"

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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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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.
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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Barnes, Raeann. "An Interpretive Phenomenological Investigation of the Meaning of Job Satisfaction Among Veteran Special Educators." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3019.

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The attrition rate among special education teachers is ranked among the highest in the education profession. Retaining teachers early in their careers continues to be a concern due to increased job responsibilities, larger caseloads, challenging student behaviors, minimal support from colleagues, increased paperwork, and diminishing resources. The purpose of this phenomenological study was to examine the meaning of satisfaction special education teachers made of their careers. The transactional model developed by Lazarus and Folkman (1984) can help to explain how the occurrence of stressful events can impact an individual. A purposive sample of 9 tenured, certified special education teachers currently working in the field for at least 10 years were interviewed using individual, in-person, semistructured questions. Emergent themes and patterns were identified following the 6-step data analysis process for interpretive phenomenological analysis. The findings revealed two superordinate themes (a) effective practices and (b) making a difference. The participants in the study described strategies to minimize stress that included exercising, having quiet times, making time for leisure activities, being able to vent to coworkers, laughing and using humor, and spending time with pets. All of the participants in the study indicated a sense of commitment to the field of special education and their students. Participants articulated the importance of student success and acting as a helper for students to achieve their goals. The data from this study may be used to highlight career sustaining behaviors and job satisfaction from veteran teachers contributing to the longevity for teachers in the special education profession and improving retention rates of teachers early in their careers.
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Elitharp, Toni. "The Relationship of Occupational Stress, Psychological Strain, Satisfaction with Job, Commitment to the Profession, Age, and Resilience to the Turnover Intentions of Special Education Teachers." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29578.

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This paper presents findings from a study of factors that lead to special education teacher attrition and retention involving 212 special educators in the Commonwealth of Virginia. Structural equation modeling was used to test a hypothesized model of the relationship between Teacher/Administrative Support, Role Dissonance, Psychological Strain, Satisfaction with Job, Commitment to the Profession, Age, and Psychological Resilience to determine which variables directly and indirectly affect the turnover intentions of special education teachers. Structural equation modeling identified a path model wherein nine variables had a statistically significant influence on special education teacher turnover intentions. This paper reports on significant findings that emphasize for the first time the role of psychological resilience in the study of special education teacher retention. In addition, the confirmed path model suggests that one's perception of the effects of adversity due to physical or sexual abuse and adversity due to family loss play some role related to resilience. As the perception of Psychological Resilience increases, Commitment to the Profession increases, and the Intent to Leave the field of special education decreases.
Ph. D.
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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.
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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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.
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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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 satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional). The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students. The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents. The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.
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Books on the topic "Special education teachers Job stress. Job satisfaction"

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

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

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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. Boston: Commonwealth of Massachusetts, General Court, Joint Committee on Education, 1987.

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Gross, Jean. Beating bureaucracy in special educational needs. London, N.Y: Routledge, 2008.

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Gross, Jean. Beating bureaucracy in special educational needs. London, N.Y: Routledge, 2008.

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

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Arbeitsbedingungen und Arbeitsbeanspruchungen von Sonderpädagoginnen und Sonderpädagogen an den Schulen für Erziehungshilfe in Nordrhein-Westfalen. Frankfurt am Main: Lang, 1996.

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Arbeitsplatz Förderschule, Belastungsbedingungen und Bewältigungsstrategien: Eine empirische Untersuchung über das Anforderungsprofil und die Bewältigungsstrategien von Lehrkräften an Förderschulen in Baden-Württemberg : Interventionsmöglichkeiten auf individueller, qualifizierender und bildungspolitischer Ebene. Frankfurt am Main: P. Lang, 1997.

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Sodogé, Anke. Belastung und Professionalisierung von Sonderschullehrern an der Schule für Sprachbehinderte. Aachen: Mainz Verlag, 2003.

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Sodogé, Anke. Belastung und Professionalisierung von Sonderschullehrern an der Schule für Sprachbehinderte. Aachen: Mainz Verlag, 2003.

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Book chapters on the topic "Special education teachers Job stress. Job satisfaction"

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Bot, Hanneke. "Interpreting in Mental Health, Anything Special?" In Research Anthology on Mental Health Stigma, Education, and Treatment, 1218–34. 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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Natalia, M. S., and F. M. Mangunsong. "Teacher’s perception of school climate and social-emotional learning, job satisfaction, teaching efficacy, and stress among teachers in special schools for the mentally disabled." In Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 283–90. Routledge, 2017. http://dx.doi.org/10.1201/9781315225302-35.

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Mallick, Ms Koyel. "Conceptual Study of Techno-Stress on Women in Non-IT Sector." In Holistic Research Perspectives Vol.5, 124–30. Centivens Institute of Innovative Research, 2020. http://dx.doi.org/10.47059/ciir/bp20002/11.

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Over past few months, teaching and technology experienced a special bond owning to the Covid-19 induced new normal. The use of Information and Communication Technology (ICT) tools in a work-from-home (WFH) scenario though proved prospective for many user/educators. In the hindsight, it has disrupted work-life balance causing counterproductive results. The stakes were high with inadequate training, fund allocation, unidentified strategies, skill deficit and scarce collaborative approaches in the teaching fraternity, further making it quite difficult for an educator to cope-up with sudden challenges to re-invent the teaching trends accordingly. Hence, in this milieu, fast gaining attention is idea of ‘Technostress’. It is conceptually defined as any form of ICT that stimulates stress over the user striving to interact effectively through numerous technological platforms/ gadgets for a substantial span of time. Though past researchers had analyzed it with job satisfaction, employee performance, work load, behavioral stress and aspects of work-family conflict; a special treatment of women educators (in Indian context) undergoing the stress is awaited. In furtherance, education technology with its affinity towards pedagogy, educational policy administrators, technology developers and market are yet to identify women educators need exclusively. Together factors bearing stress under technology-overdrive with strategies to alleviate the same. Now, it is time to reckon women educator’s need, ability, and interest, which should be mapped on optimum and effective use of technology.
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Conference papers on the topic "Special education teachers Job stress. 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). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.018.

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