Job Design for Special Education Teachers

Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers' attrition...

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Bibliographic Details
Published inCurrent issues in education (Tempe, Ariz.) Vol. 15; no. 2
Main Author Major, Amanda E
Format Journal Article
LanguageEnglish
Published Arizona State University, Mary Lou Fulton Institute and Graduate School of Education 15.08.2012
Arizona State University
Subjects
Educational Practices
Emotional Disturbances
job design
Job Satisfaction
Job Simplification
participative management
Performance Factors
Performance Technology
special education
Special Education Teachers
Stress Variables
Student Behavior
teacher job satisfaction
Teacher Motivation
Teacher Persistence
teacher retention
teacher stress
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Summary:Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers' attrition and disengagement. A relationship between motivation and satisfaction to job characteristics is explored and applied to special educator's role to determine the optimal job design. Designing the job of the special education teacher for participatory empowerment to address the factors associated with attrition, such as stress, lack of motivation, and low job satisfaction is recommended. This participatory effort requires a commitment from school administrators, professional development initiatives, and special education teachers.
ISSN:1099-839X
1099-839X