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Feeling Valued, Supported, and Satisfied: Perceptions of Special Educators and Principals

機(jī)譯：受到重視，支持和滿意的感覺：對特殊教育者和校長的看法

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High teacher attrition and low teacher retention rates continue to plague the field of special education, which leads to teacher shortages year after year (Andrews & Brown, 2015; Vittek, 2015). Solutions for increasing special education teacher retention continue to be explored (Billingsley, 2005; Brownell & Sindelar, 2016; Tyler & Brunner, 2014). The purpose of this study was to discover trends or themes connecting special education teacher work conditions and job satisfaction, principal support, and decisions of teachers to continue teaching special education. Participants for this study were special education teachers and principals from 60 accredited public K-12 school districts in Missouri. Participants received an online survey to provide their perceptions of special education work conditions, needs, and supports. Frequencies and percentages of responses were calculated and categorized. Findings revealed, overall, special education teachers need more time to complete paperwork, develop lessons and activities, and collaborate with teachers. Special education teachers did not receive additional compensation for extra workload responsibilities. Special education teacher job satisfaction was 76.6%, and while the majority of teachers reported plans to continue teaching special education, 11.4% of teachers did not plan to continue. Principals did not perceive a need for special education teachers to have additional time to complete paperwork, develop lessons and activities, or collaborate with other teachers. Principals did not perceive the need for special education teachers to receive additional compensation for their workloads, and they perceived special education teacher job satisfaction at 100%.
機(jī)譯：教師流失率高和教師留任率低繼續(xù)困擾著特殊教育領(lǐng)域，這導(dǎo)致教師年復(fù)一年地短缺（Andrews＆Brown，2015； Vittek，2015）。繼續(xù)探索增加特殊教育教師留任率的解決方案（Billingsley，2005； Brownell＆Sindelar，2016； Tyler＆Brunner，2014）。這項(xiàng)研究的目的是發(fā)現(xiàn)趨勢或主題，這些趨勢或主題將特殊教育教師的工作條件與工作滿意度，主要支持以及教師繼續(xù)進(jìn)行特殊教育的決定聯(lián)系起來。這項(xiàng)研究的參與者是來自密蘇里州60個經(jīng)過認(rèn)證的公共K-12學(xué)區(qū)的特殊教育老師和校長。參與者接受了在線調(diào)查，以了解他們對特殊教育工作條件，需求和支持的看法。計算頻率和響應(yīng)百分比并將其分類。調(diào)查結(jié)果顯示，總體而言，特殊教育教師需要更多時間來完成文書工作，開展課程和活動以及與教師合作。特殊教育老師未因額外的工作量責(zé)任而獲得額外補(bǔ)償。特殊教育教師的工作滿意度為76.6％，而大多數(shù)教師報告計劃繼續(xù)進(jìn)行特殊教育，而11.4％的教師沒有計劃繼續(xù)教育。校長認(rèn)為特殊教育教師不需要更多的時間來完成文書工作，開展課程和開展活動或與其他教師合作。校長認(rèn)為特殊教育老師無需為其工作量獲得額外報酬，他們認(rèn)為特殊教育老師的工作滿意度為100％。

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