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The Influence of Support from Administrators and Other Work Conditions on Special Education Teachers
International Journal of Disability, Development and Education ( IF 1.300 ) Pub Date : 2020-10-25 , DOI: 10.1080/1034912x.2020.1837353
Norah Aldosiry 1
Affiliation  

ABSTRACT

Using a national sample (n = 343), this study examined the importance and the amount of administrative support special education teachers (SETs) receive and its effect on teachers’ intent to continue teaching, stress, job satisfaction and school commitment. This study also used regression analysis to determine if factors such as years of experience, range of disabilities, school level and caseload can predict stress, satisfaction and commitment. The results indicate that SETs deem all dimensions of administrative support as important. However, teachers rated emotional and appraisal support as more important and often received from administrators than informational and instrumental support. Administrative support plays an important role in reducing stress, satisfaction, commitment and intent to stay. Teachers with higher levels of administrative support are less stressed, more satisfied, have a higher level of commitment and intend to continue teaching. Years of experience and range of disabilities are also significant predictors of stress, satisfaction and school commitment. Teachers who teach defined disability or have more years of experience have lower levels of stress and higher levels of satisfaction and school commitment compared to those who teach students with differing disabilities or are less experienced. Caseload and school level appeared to be nonsignificant predictors.



中文翻译:

管理者支持及其他工作条件对特殊教育教师的影响

摘要

本研究使用全国样本 (n = 343),检验了特殊教育教师 (SET) 获得的行政支持的重要性和数量,及其对教师继续教学的意图、压力、工作满意度和学校承诺的影响。本研究还使用回归分析来确定诸如经验年限、残疾范围、学校水平和案件量等因素是否可以预测压力、满意度和承诺。结果表明,SET 认为行政支持的所有方面都很重要。然而,教师认为情感和评估支持比信息和工具支持更重要,并且通常从管理人员那里获得。行政支持在减轻压力、满意度、承诺和留下来的意图方面发挥着重要作用。具有较高行政支持水平的教师压力较小,满意度较高,承诺水平较高,并打算继续教学。多年的经验和残疾范围也是压力、满意度和学校承诺的重要预测因素。与教授不同残疾学生或经验较少的学生相比,教授特定残疾学生或拥有多年经验的教师的压力水平较低,满意度和学校承诺水平较高。案件量和学校水平似乎是不显着的预测因素。与教授不同残疾学生或经验较少的学生相比,教授特定残疾学生或拥有多年经验的教师的压力水平较低,满意度和学校承诺水平较高。案件量和学校水平似乎是不显着的预测因素。与教授不同残疾学生或经验较少的学生相比,教授特定残疾学生或拥有多年经验的教师的压力水平较低,满意度和学校承诺水平较高。案件量和学校水平似乎是不显着的预测因素。

更新日期:2020-10-25
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