Job Satisfaction and Attrition Among Special Education Teachers PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Job Satisfaction and Attrition Among Special Education Teachers PDF full book. Access full book title Job Satisfaction and Attrition Among Special Education Teachers by Sophia Mastrantuono. Download full books in PDF and EPUB format.
Author: Sophia Mastrantuono
Publisher:
ISBN:
Category : Job satisfaction
Languages : en
Pages : 38
Get Book Here
Book Description
Author: Sophia Mastrantuono
Publisher:
ISBN:
Category : Job satisfaction
Languages : en
Pages : 38
Get Book Here
Book Description
Author: Jennifer Casi Cooke
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 0
Get Book Here
Book Description
Attrition among educators is a continuing concern in the area of special education. Job satisfaction has been associated with teacher burnout and teacher attrition. Many times, multiple educators work in a close environment creating a need for community in special education. The purpose of this study is to identify differences in job satisfaction among special educator roles, including collaborative general education teachers and inclusive special education teachers, as well as self-contained special education teachers and paraprofessionals, when controlling for sense of community. A quantitative, causal comparative design was used to determine differences among job satisfaction between special educators. The study involved 93 participants with 34 collaborative general education teachers, 30 inclusive special education teachers, 14 self-contained special education teachers, and 15 paraprofessionals. Participants were selected from public school districts in Virginia containing elementary, middle, and high schools. Variables were collected using two survey instruments, including Paul Spector’s Job Satisfaction Survey (JSS), to determine educator satisfaction, and Wilfried Admiraal and Ditte Lockhorst’s Sense of Community in School Scale (SCSS) to identify educator’s perception of community. Data was gathered using SurveyMonkey. In addition, data was analyzed using an analysis of covariance (ANCOVA) to determine if there were significant differences in job satisfaction between educator roles while controlling for the covariate, perceived sense of community.
Author: Megan Elizabeth Burkhart
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 248
Get Book Here
Book Description
Special educator teacher attrition has been an ongoing issue in the U.S. for decades. Urban districts face particular challenges with special educator teacher attrition due to high poverty rates and limited resources. Current research indicates that many factors contribute to the high rates of special educator attrition in urban areas, but there is limited information regarding the extent of the role job satisfaction plays in special educator teacher retention. Understanding the extent of this relationship enables district leaders to make informed decisions regarding additional supports that may be necessary to improve special educator retention. The purpose of this quantitative, correlational, explanatory research was to examine the relationship between urban special educators' level of job satisfaction and their intention to remain in their current positions. The central Research Question guiding this study was: What is the relationship between job satisfaction among special educators in two small cities and their intention to remain in their current teaching position? This research was grounded in both Herzberg's motivational and hygiene theory and Maslow's needs hierarchy theory. The researcher used both purposeful and snowball sampling to identify special educators in targeted small city districts in two counties within the same U.S. east coast region. A cross-sectional survey design was used to obtain current information regarding job satisfaction and teachers' intentions to remain in their current position. Data were analyzed using SPSS software to conduct a correlational analysis between the level of small city special educators' job satisfaction and their intention to remain in their current position. Results of the survey indicated that though the majority of participants reported high levels of job satisfaction, an equally high percentage planned to pursue employment outside of their current district. These data have the potential benefit district administrators who are interested in better supporting and retaining special educators, however it is evident that additional research is needed to better understand the factors motivating special educators to leave their positions.
Author: Sharon Kulp Baddick
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 132
Get Book Here
Book Description
This study explored the prospective variables of influence that contribute to job dissatisfaction and attrition among special education teachers. The goal was to determine the impact, if any, school leaders have as variables of influence on the decision of special education teachers to leave the field. Moreover, this study surveyed the perceptions of principals in pursuit of determining whether a causal relationship was found in the discrepant perceptions between teachers and their building leaders. The data collected through this study was acquired via the distribution of three survey instruments that were comprised of several types of close-ended questions and included multiple choice, drop down, and ranking questions. The participant group for this study consisted of 93 current and former special education teachers and building-level principals from 6 school districts located in Luzerne County, Pennsylvania. The results of this study revealed that there exists a significant disconnect between the perceptions of special education teachers and principals. This disconnect was most apparent in two areas. First, teachers and principals have markedly different opinions about the level of importance associated with factors that influence job satisfaction. Second, a substantial discrepancy was discovered among the perceptions of teachers and principals regarding the frequency with which factors that influence job satisfaction were fulfilled. This study further indicated that the needs of special education teachers are not being recognized and/or met by principals, despite the overwhelming responses of principals that indicate otherwise.
Author: Margaret Diane LeCompte
Publisher:
ISBN:
Category : Alienation (Social psychology)
Languages : en
Pages : 540
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 94
Get Book Here
Book Description
The Teacher Follow-up Survey (TFS) is a one-year follow-up of a sample of approximately 8,400 teachers who were originally selected for the teacher component in the Schools and Staffing Survey (SASS). This report examines the characteristics of teachers who left the teaching profession between the 1999-2000 and 2000-01 school years (leavers), teachers who continued teaching but changed schools (movers), and teachers who continued teaching in the same school in 2000-01 (stayers).
Author: Kenneth Cushner
Publisher:
ISBN: 9781266798627
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Angela Horrison-Collier
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 168
Get Book Here
Book Description
Author's abstract: The causes of the teacher shortage are complex; however, the retention of special education teachers is a significant contributor to this shortage. Some research has indicated that up to 9.3 % of special education teachers leave the field at the end of their first year of teaching and 7.4 % move to general education yearly. Therefore, school districts face a continuous cycle of recruitment, hiring, and induction. Because of the pivotal value of retention, school districts and site level education leaders must take proactive steps to reduce the retention rate. The research on teacher retention indicates factors such as salary, support; mentoring, responsive induction programs, deliberate role design, positive work conditions, and professional development positively affect retention. This mixed methods was an examination of data from the 2007-Georgia Teacher Survey (Department of Research and Evaluation at the Georgia Professional Standards Commission) to establish a link between mentoring, job satisfaction, and the retention of special education teachers. Logistic regression analysis was used to evaluate the influence of mentoring and job satisfaction on the outcome variable of interest, teacher retention. A sociocultural frame work was used draw the following conclusions: mentoring is most effective when it provides opportunities in the learning community for mentors and mentees to meet and share ideas with colleagues in a similar content area; relationships and support is the ultimate determining factor regarding intent; mentoring and job satisfaction can impact the intent to remain in the profession based on race, gender, and number of years teaching, for special education teachers.
Author: James M. Kauffman
Publisher: Taylor & Francis
ISBN: 131551768X
Category : Education
Languages : en
Pages : 965
Get Book Here
Book Description
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
Author: Diane Jane Rauschenfels
Publisher:
ISBN:
Category :
Languages : en
Pages : 386
Get Book Here
Book Description
