Log in

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

To see the other types of publications on this topic, follow the link: Special education teachers Job stress. Job satisfaction.

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

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Special education teachers Job stress. Job satisfaction.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Kim, Kyung-Shin. "A Study on the Relationship between Job Stress and Job Satisfaction of Special Teachers." Korean Society for the Study of Vocational Education 37, no. 2 (April 30, 2018): 145–65. http://dx.doi.org/10.37210/jver.2018.37.2.145.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

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 (December 2012): 143–64. http://dx.doi.org/10.26592/ksie.2012.7.2.143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Reilly, Eithne, Katie Dhingra, and Daniel Boduszek. "Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction." International Journal of Educational Management 28, no. 4 (May 6, 2014): 365–78. http://dx.doi.org/10.1108/ijem-04-2013-0053.

Full text

Abstract:

Purpose – The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers. Design/methodology/approach – Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression. Findings – Results indicated that the predictor variables accounted for 22 per cent of variance in teachers’ job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction. Practical implications – Perceived stress should be targeted in efforts to improve teachers’ job satisfaction. Originality/value – The results make an additional contribution to the literature by providing important information on the factors contributing to teachers’ job satisfaction in Ireland.

APA, Harvard, Vancouver, ISO, and other styles

15

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 (September 27, 2021): 89. http://dx.doi.org/10.3991/ijes.v9i3.23477.

Full text

Abstract:

<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, the consequences of Job Burnout seem to be profoundly serious concerning not only the teacher him/herself but also his/her work efficiency. It has been found that teachers, who face the Job Burnout are usually physically and mentally tired, depressed, and continually anxious, keeping themselves isolated and not easily accessible. This research aims to investigate the correlation between the school leader’s emotionally intelligence and the existence of supportive working environment, where the teacher is motivated, inspired and protected by the danger of Job Burnout.</p>

APA, Harvard, Vancouver, ISO, and other styles

16

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 (September 2002): 258–67. http://dx.doi.org/10.1177/07419325020230050101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Seo Ji-Eun, 김은라, and jae-kook Park. "Job Stress and Coping Strategies of Special Education Teachers." Korean Journal of Physical, Multiple, & Health Disabilities 61, no. 1 (January 2018): 161–83. http://dx.doi.org/10.20971/kcpmd.2018.61.1.161.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Cheng, Yuan-Wen, and Lillian Ren. "Elementary resource room teachers' job stress and job satisfaction in Taoyuan County, Taiwan." Journal of Intellectual & Developmental Disability 35, no. 1 (February 3, 2010): 44–47. http://dx.doi.org/10.3109/13668250903496369.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Conley, Sharon, and Sukkyung You. "Key influences on special education teachers’ intentions to leave." Educational Management Administration & Leadership 45, no. 3 (July 9, 2016): 521–40. http://dx.doi.org/10.1177/1741143215608859.

Full text

Abstract:

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’ intentions to leave. Using the 2007–2008 Schools and Staffing Survey data set, two models were tested to assess job satisfaction and commitment as mediators. Administrative support and teacher team efficacy had strong, significant direct and indirect effects on special education teachers’ intentions to leave. Teacher job design/autonomy, poor socio-economic/human conditions, and student disengagement also exerted significant indirect effects through satisfaction and commitment. However, administrative support and team efficacy were the most important for these teachers in their effects. Among several demographic variables, teacher age was the most powerful demographic factor, with more experienced teachers having lower intentions to leave. The authors suggest that several conditions and attitudes embedded in the teachers’ responses are influenced by administrators.

APA, Harvard, Vancouver, ISO, and other styles

20

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 (July 8, 2019): 848–59. http://dx.doi.org/10.1108/ijem-12-2017-0365.

Full text

Abstract:

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), respectively. Results of the current study show that POS and job satisfaction are positively correlated with affective and normative commitment. POS and job satisfaction are not associated with continuance organizational commitment. This suggests that a teacher’s commitment can be improved by increasing organizational support, underprivileged working environment and job satisfaction. Limitations and implication of the study are discussed. Design/methodology/approach In the current study, cross-sectional research design and non-probability purposive sampling technique were used. A sample of 85 special education teachers was collected from different special education institutes of Punjab and federal, Pakistan. Inclusion criteria were teacher with specialization in all disabilities (mentally challenged, deaf, blind, physical handicapped and slow learners), informed consent and age range 20‒55 years, at least 6-month teaching experience in special education. Exclusion criteria were teaching experience less than 6 months and age less than 20 or more than 55 years. The demographic characteristics of teachers are presented in Table II. Findings Findings of the present study suggest a positive association between POS, affective commitment, normative commitment and job satisfaction, whereas there is no association between POS and continuance commitment as well as between job satisfaction and continuance commitment among special education teachers in Pakistan. Organization should consider the exclusive support of the special education teachers. Research limitations/implications The current study also has some limitation. The sample size is very small. In the current study, data are collected from 85 special education teachers from federal and few cities of Punjab, Pakistan. Hence, data are not true representative. Data for current study are collected through self-reported scales and only collected from academic staff. Practical implications In the current study, special education teachers have identified factors that promote organizational support, commitment and job satisfaction, such as reasonable workloads, sound working environment, unbiased and fair working conditions, and administrative support. It has been found that decreased level of POS, commitment and job satisfaction damage the organization, special educators and special students. Therefore, special education department should develop and implement policies that strengthen these dimensions. A broad recommendation can be made on the basis of these findings: affective and normative commitment increases when individuals have satisfying experience with organization. Thus, this may be improved by providing special educators with the opportunity to work in a better work environment, with proper work load, as it would increase emotional and normative attachment of the individuals with their institutes. The current study would be helpful for policy makers in the field of education and administration in order to work on these dimensions to increase the teacher’s job satisfaction and organizational commitment. It would also create awareness among the general public about the potential problems of special education teachers in Pakistan affecting the quality of life of children with special needs. Results suggest that by providing organizational support, appropriate work load and unbiased attitude, a teacher’s commitment can be improved. Social implications The current research helps academics and administration to improve social functioning of special education teachers by improving their job satisfaction and organizational support. Originality/value The prevalence rate of children with disabilities is increasing rapidly in Pakistan. Since stigma is associated with individuals with disabilities, parents hide disabilities of their children so that other relatives may not face any problems, such as being doubted of carrying defective genes. Families have to cope with financial crises due to lack of institutional support, extra expense to deal with disabled person and loss of work. In such circumstances, special education institutions are only hopes for such people to assist them in dealing with their disabled children. However, the strength of teachers in these institutions is not enough to fulfill needs of such children. A number of researches have examined the role of organizational support, job satisfaction and organizational commitment of teachers in western countries (Makanjee et al., 2006; Alijanpou et al., 2013; Batool and Ullah, 2013). However, to the best of the authors’ knowledge, no study has yet investigated this serious issue in Pakistan. This study provides valuable information on organizational support, commitment and job satisfaction among special educators, and recommendation on how organizational commitment can be improved.

APA, Harvard, Vancouver, ISO, and other styles

21

Okpako, Ernest. "Comparative investigation of job motivation, perceived job stress and job satisfaction on teacher's efficacy among public and private secondary school teachers in Ekiti State, Nigeria." Zbornik radova Pedagoskog fakulteta, Uzice, no. 22 (2020): 25–42. http://dx.doi.org/10.5937/zrpfu2022025o.

Full text

Abstract:

The study examines the comparative investigation of job motivation, perceived job stress and job satisfaction on teacher's efficacy among public and private secondary school teachers in Ekiti State, Nigeria. The study adopted a descriptive design of correlational type. A Sample of two hundred hundred fifty public and private secondary school teachers were selected using a multi-stage sampling technique. Four scales were used to collect information. Eight research questions were raised and answered in the study. Data collected were analyzed using T-test and Multiple regression analysis. Results indicated that there was a significant difference in the teaching efficacy of public and private secondary school teachers; t (248) = -3.206, p < .05, there was also a significant difference in the job motivation of public and private secondary school teachers; t (248) = -2.159, p < .05, a significant difference also was observed in the perceived stress of public and private secondary school teachers; t (248) = -3.648, p < .05 and a significant difference in the job satisfaction of public and private secondary school teachers was also observed; t (248) = -2.742, p > .05. The Regression analysis revealed that there was a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on public school teachers' efficacy (R = .598, P < .05). 34.3% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). Furthermore, there was also a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on private school teachers' efficacy (R = .641, P < .05). 39.4% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). It is recommended from the findings of the study that the welfare of teachers who are the engine room of secondary education is very critical to their efficacy most notably in the private secondary school section. Also, Government, employers and stakeholders in the secondary education must ensure the wellness of teachers in order to facilitate the learning process towards good teaching, self-development of teachers, students and nation at large.

APA, Harvard, Vancouver, ISO, and other styles

22

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 (August 1, 2018): 29–35. http://dx.doi.org/10.29252/jhsme.5.3.29.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

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.

Full text

Abstract:

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 two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

24

Senthilkumar, D. "A Study on impact of Depression on Job Satisfaction among College Teachers at Chennai." Restaurant Business 118, no. 6 (June 25, 2019): 48–54. http://dx.doi.org/10.26643/rb.v118i6.7237.

Full text

Abstract:

The teaching profession is in major turmoil if vast numbers of faculties are dissatisfied with the job of teaching. It would be important and therefore necessary to ascertain which factors influence more in determining stress and level of job satisfaction among the faculties in private colleges. Stress play a key role in determining the level of job satisfaction among the faculties in which stress comes in different forms like pressure from senior faculties, gender and age difference, experience in teaching, working conditions provided by the organization or unfavorable environment, nature of work and salary. The teaching profession is a most respected one and the faculties are to be get respected by any institution for their devotion to the field of education. In recent years faculty members at a large number of colleges expressed stress and not felt comfortable with their nature of job. Many researches have been undertaken in the recent years that consider stress in the private colleges in which the faculties are working. Working as an academician or faculty is a most important job in the field of education as it increases the morale of the society and brings value and credit to the country. Job satisfaction is really a requirement for every employee to improve his standard of living and also his commitment towards his job which makes him not feel stress in his job. This paper focuses on stress and level of job satisfaction among faculties in private colleges in India. Using a sample of 190 faculties and the questionnaire survey revealed that some of the demographic characteristics of the sample were related to stress which shows a decline in the level of job satisfaction. The results also showed that the faculties who reported greater stress were less satisfied with their job, reported not committed to their job because of stress and were more likely to leave their jobs and less likely to adjust to the work environment.

APA, Harvard, Vancouver, ISO, and other styles

25

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 (December 30, 2019): 36–45. http://dx.doi.org/10.33102/abqari.vol21no1.225.

Full text

Abstract:

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 objectives. The findings showed that PPDa teachers are at the moderate level of self-efficacy and low level of job satisfaction. There was no significant difference in self-efficacy based on gender and experience in handling PPDa program. There was also no significant difference in job satisfaction based on experience in handling PPDa program. However, there was a significant difference in job satisfaction based on gender. The findings also revealed that there was a significant positive relationship between self-efficacy and the level of job satisfaction (rs=.277, p=0.01). The findings revealed that further enhancement could improve teachers’ self-efficacy and job satisfaction to combat substance abuse in school level.

APA, Harvard, Vancouver, ISO, and other styles

26

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

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

27

Fawad Hussain and Amir Saif. "Teacher’s Job Security and Workload Factors Affecting Job Satisfaction of Teachers in Multan (Southern Punjab)–Pakistan." Journal of Education and Vocational Research 10, no. 1(V) (December 9, 2019): 1–8. http://dx.doi.org/10.22610/jevr.v10i1(v).2957.

Full text

Abstract:

The educational system in any country plays a vital role for the development and achievinginfrastructural goals. Pakistan since last few decades is facing critical economic and developmentalchallenges. The nature of work conditions in public and private organizations are getting more intensifiedand employees are facing critical time in term of workload, job security and satisfaction issues. This studyis aiming to investigate the relationship between job security and workload factors influencing teacher’sjob satisfaction. This paper has use SMART-PLS-SEM to examine the data using quantitative researchtechniques. The study was conducted among 266 teachers. The teachers’ job satisfaction was determinedby two separate measures namely the teacher’s job security and workload influencing teacher’s jobsatisfaction. This study was trigged as teachers in higher education institutions were facing challengesregarding their job security and workload. The outcome exposed that there is an important relationshipamong teachers job security, workload, and teacher job satisfaction. The effects of these factors callfurther research. There is prerequisite to carry out a similar but comparative study in rural settings. Inaddition, it is very important to comprehend the significance of teachers’ job satisfaction where theindustry is so uncertain. There is a need to address job satisfaction and workload stress with appropriateassessment such as rating system and teachers’ satisfaction index evaluation according to the tasks andwork pressure allocated to each and every teacher. This reach adds value to knowledge by makinguniversities, institutes and colleges administration to know the causes of teachers’ uncomfortable zoneregarding their job security and workload. Conversely, it is also important for the administration in theseinstitutes to well understand the needs and demands of their teachers and what factors will contribute totheir satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

28

Mahesar, Hakim Ali, Naveed Iqbal Chaudhry, and Zain Rasool. "IMPACT OF WORK FAMILY CONFLICT AND JOB STRESS ON UNIVERSITY TEACHERS’ JOB SATISFACTION AND TURNOVER INTENTIONS: MEDIATING ROLE OF JOB BURNOUT." Journal of Social Research Development 01, no. 01 (June 6, 2020): 1–17. http://dx.doi.org/10.53664/jsrd/01-01-2020-01-1-17.

Full text

Abstract:

The idea behind this research is to empirically examine relationship between causes (Work-Family Conflict & Job Stress) and consequences (Job Satisfaction & Turnover Intention) of Job Burnout along with its mediating effects in higher educational context of Punjab, Pakistan. The professors, associate professors, assistant professors and lecturers that belongs to different universities in province Punjab of Pakistan were targeted population. Structured and self-administered questionnaire was used to collect the data from six hundred and ten teachers. SEM (Structural Equation Modeling) was used to analyze data. The current study concludes significant relationships between all the aforesaid causes and consequences of Job Burnout except relationship between Job Satisfaction and Job Stress. Furthermore, Job Burnout portrayed its mediating effects between them. This study imparts the management and administration of the higher education institutions in uncovering and eliminating the harms of Job Burnout.

APA, Harvard, Vancouver, ISO, and other styles

29

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 (September 2004): 291–306. http://dx.doi.org/10.1080/0305569042000224233.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Asamoah-Gyimah, Kenneth, and Isaac Amoako. "Effect of Perceived Job-Related Stress on Teacher Job Satisfaction in a High-Stakes Testing Environment." International Journal of Contemporary Education 3, no. 1 (March 16, 2020): 48. http://dx.doi.org/10.11114/ijce.v3i1.4768.

Full text

Abstract:

Public demand for high scores in the nationwide high-stakes test, that is, Basic Education Certificate Examination places Ghanaian teachers in a position to experience high amount of stress since they are to work harder to ensure that the demand is realized. The main aim of the study was to investigate effect of teachers perceived job-related stress on their job satisfaction. Using public Junior High School teachers in the Kwahu South District as the target population, 120 of them from public 20 schools were selected using proportionate stratified sampling technique with a common ratio of 4:10 (0.4). An adapted high-stakes testing questionnaire was used to collect data from the respondents. Variance based Structural Equation Modeling (SEM), specifically, Partial Least Square (PLS) model was used to validate the instrument and to test the study hypothesis 1. Independent samples t-test as well as means and standard deviations were used in the analysis of the data to test the hypothesis 2 and answer the research question respectively. Findings revealed teacher Job-related stress as a significant predictor of job satisfaction in a high-stakes testing environment. Implications are provided for policy and practice.

APA, Harvard, Vancouver, ISO, and other styles

31

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 (June 2013): 147–69. http://dx.doi.org/10.21075/kacsn.2013.15.2.147.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Hysa, Ferit. "Impact of Educational Leadership Styles on Job Teachers Stress." European Journal of Social Sciences Education and Research 2, no. 1 (December 30, 2014): 199. http://dx.doi.org/10.26417/ejser.v2i1.p199-204.

Full text

Abstract:

During the school management, it is very important to have an effective school but more important is to use the right styles according to health safety and high outcomes. The leadership is a wide concept in general way and a specific one according to the education and school too. The tradition of school leadership is new in Albania. The education leadership in the new Albanian context request establishing of school leadership. The knowledge and application of contemporary education leadership it is obligatory for improvement and raising effectively to Albanian school. This study is focus in the influence of educational leadership styles in the job teachers stress and satisfaction. The research question is: what is the best and right education leadership style need to be applied in Albanian school. The research method is a quantities and qualitative way through the questionnaires, semi and structures interviews. The conclusion is that no all the educational leadership styles that are effective ones, are the right educational leadership styles. This conclusion brings the need to be selected the educational organizational theories for an effective school through the right educational leadership styles.

APA, Harvard, Vancouver, ISO, and other styles

34

Chaplain, Roland P. "Stress and Job Satisfaction: a study of English primary school teachers." Educational Psychology 15, no. 4 (January 1995): 473–89. http://dx.doi.org/10.1080/0144341950150409.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Dong-Young Chung and Bae Jae-hee. "The Influence of Teacher Identity of Special Education Teachers on Job Stress." Journal of Special Education for Curriculum and Instruction 12, no. 2 (June 2019): 89–108. http://dx.doi.org/10.24005/seci.2019.12.2.89.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Raciala (Pohaci), Alexandra, Mihaela Rus, Mihaela Luminita Sandu, and Ciprian Vasile Rus. "Burn-out syndrome and teacher job satisfaction." Technium Social Sciences Journal 20 (June 8, 2021): 600–611. http://dx.doi.org/10.47577/tssj.v20i1.3601.

Full text

Abstract:

The concept of burnout is often used when trying to explain the state of chronic stress in people working in a field that involves contact with people, such as, in our case, education. Teachers spend a long time at work and are involved in multiple relationships: both with students, colleagues (other teachers, principals), and with other parents. All these various interactions require a mental and even physical effort. Also, teaching and assessment activities consume energy and require considerable effort. Thus, the resources needed by the teacher (time, financial), work and performance requirements can erode the teacher's energy and enthusiasm, which sometimes leads to the manifestation of burnout symptoms. Burnout is “a state of chronic fatigue, depression and frustration generated by the devotion of a cause, a way of life or a relationship that fails to produce the expected rewards and ultimately leads to diminished involvement and work” (Zlate, 2007 , pp. 598 in Richelson, 1980.

APA, Harvard, Vancouver, ISO, and other styles

37

Heyder, Anke. "Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress." Teaching and Teacher Education 86 (November 2019): 102926. http://dx.doi.org/10.1016/j.tate.2019.102926.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

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 (March 7, 2019): 27–40. http://dx.doi.org/10.1017/jsi.2018.20.

Full text

Abstract:

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 school districts across central Florida as part of a funded project by the Office of Special Education Services and the U.S. Department of Education. Findings include that teachers of students with ASD who are involved in extracurricular activities may show a lowered burnout rate.

APA, Harvard, Vancouver, ISO, and other styles

39

Krnjajic, Stevan. "The teacher under stress." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 222–44. http://dx.doi.org/10.2298/zipi0335222k.

Full text

Abstract:

Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher?s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged professional stress are anxiety, depression, frustration, unfriendly behavior towards students and colleagues, emotional weariness, and extreme tension. Health and psychological problems cause, most frequently, the reduction of self-esteem job dissatisfaction, job resignation, absenteeism, and wrong decision-making. In an attempt to call professional public attention to negative effects of stress on the outcomes of teacher work, we have analyzed four important aspects of stress teachers experience in their everyday work (a) definition and measurement of stress, (b) distribution and sources of stress (problem behaviors in students, poor working conditions, lack of time, poor school ethos), (c) teacher personality traits (sex, age, work experience, locus of control, job satisfaction, intention to resign absenteeism), (d) strategies for overcoming and reducing negative effects of stress (direct action techniques, palliative techniques).

APA, Harvard, Vancouver, ISO, and other styles

40

BAKAN, Ä°smail, Burcu ERÅžAHAN, Tuba BÃœYÃœKBEÅžE, and M. Tuncer OKUMUÅž. "Teachersâ€™ Perception on the Relationship between Job Satisfaction and the Other Job-Related Outcomes: A Field Study." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 4 (May 25, 2017): 2184–98. http://dx.doi.org/10.24297/jssr.v10i4.6162.

Full text

Abstract:

This study aims to investigate the relationship between overall job satisfaction and the job-related outcomes consisting of work/family conflict, family/work conflict, role conflict, role ambiguity, workload, general stress, emotional exhaustion and employee turnover intention. Regarding this aim, the research hypotheses were developed and tested from the perspectives of teachers and education administrators working in the city of Kahramanmaras in Turkey. In order to gather the research data a survey is applied to 360 teachers and administrators selected from different school types. Results reveal that there are significant relationships and differences among participants' job satisfaction levels and their perceptions on the job-related outcomes studied.

APA, Harvard, Vancouver, ISO, and other styles

41

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 (August 2020): 3398–405. http://dx.doi.org/10.13189/ujer.2020.080813.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

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 (March 2014): 321–38. http://dx.doi.org/10.21075/kacsn.2014.16.1.321.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Kremer‐Hayon, Lya, and Zahava Goldstein. "The Inner World of Israeli Secondary School Teachers: work centrality, job satisfaction and stress." Comparative Education 26, no. 2-3 (January 1990): 284–98. http://dx.doi.org/10.1080/0305006900260210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

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 (June 11, 2018): 73. http://dx.doi.org/10.11114/jets.v6i7.3228.

Full text

Abstract:

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. SPSS 22 software was used for data analysis. Besides, descriptive statistics, independent sample t-test and one-way ANOVA test were used for data analysis. As for the results of the study, while no statistically significant difference was found in terms of gender, number of working years, considered income level, and age, statistically significant differences were observed according to salary, receiving support from colleagues, receiving praise from administrators, finding working at special education schools convenient variables.

APA, Harvard, Vancouver, ISO, and other styles

45

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

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 (December 30, 2020): 1–11. http://dx.doi.org/10.33125/kdps.2020.7.2.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

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 (February 28, 2017): 13–30. http://dx.doi.org/10.13000/jfmse.2017.29.1.13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Menghi, María Soledad. "Teachers' Mental Health: Protective Factors." Revista ConCiencia EPG 3, no. 1 (May 23, 2018): 13–30. http://dx.doi.org/10.32654/concienciaepg.3-1-1.

Full text

Abstract:

At present, the psychophysical health of educators is an issue that has taken on increased importance, especially the phenomenon of chronic work stress, as it directly affects the effectiveness of their work. Hence the importance of detecting what factors can prevent this chronic exhaustion in the educational field. This research aimed at answering this question from an empirical perspective. To this end, a sample of 300 early education and primary school teachers from both public and private institutions of the Argentina was used. Maslach and Jackson's Burnout Inventory (MBI) was implemented to determine the level of chronic stress. In order to assess two psychosocial resources of great relevance in the context of work, the Albert Bandura's Teaching Self-efficacy Scale and the Job Satisfaction Scale for educators were used. Overall, the perceptions of teacher self-efficacy and of job satisfaction are considered psychological resources that would act as modulators of chronic stress in the workplace, noticing moderate and high values in the resources, but low levels of burnout symptoms in the teacher sample evaluated.

APA, Harvard, Vancouver, ISO, and other styles

49

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 (October 2017): 47–68. http://dx.doi.org/10.20971/kcpmd.2017.60.4.47.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Klassen, Robert M., Rosemary Y. Foster, Sukaina Rajani, and Carley Bowman. "Teaching in the Yukon: Exploring teachers’ efficacy beliefs, stress, and job satisfaction in a remote setting." International Journal of Educational Research 48, no. 6 (January 2009): 381–94. http://dx.doi.org/10.1016/j.ijer.2010.04.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!