An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment. Page: I
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Adkins, Beverly. An analysis of job satisfaction for special educators who instruct students
with emotional/behavioral disorders: How working conditions impact commitment. Doctor of
Philosophy (Special Education), August 2009, 73 pp., 12 tables, references, 146 titles.
Teachers of students with emotional/behavioral disorders (E/BD) find that myriad
concerns for effective teaching (e.g., salaries, increased paperwork, classroom management)
challenge their ability to meet personal and professional needs. The push for certified teachers and
limited training to work with students with special needs create stressors that can prohibit effective
teaching in the workplace. Teacher moral drops and half of newly hired employees leave the
profession. Equally important, student outcomes are affected. Demographic information, program
practices, and commitment information from special education teachers across the country were
examined in this study. These areas of study helped to determine the best indicators for teacher job
satisfaction and barriers that threaten satisfactory working conditions. An online survey was
designed to capture 29 areas to explore qualifications and working environments for these
teachers. Of the 600 targeted teachers, 332 individuals participated in Likert-like scales to
determine their degree of satisfaction or dissatisfaction for working conditions, use of intervention
strategies, and areas of commitment. Closed-ended and multiple-choice questions were used.
Descriptive analyses and tables aided in understanding this study. The resulting factors indicated
that, although some respondents pointed to job dissatisfaction within the subset of questions,
participants who worked for more than 6 years were less likely to vacate their positions than
teachers working for less than six years.
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Adkins, Beverly. An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment., dissertation, August 2009; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc12067/m1/2/: accessed March 25, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .