An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment. Metadata

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Title

  • Main Title An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment.

Creator

  • Author: Adkins, Beverly
    Creator Type: Personal

Contributor

  • Chair: Bullock, Lyndal M.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Huffman, Jane B.
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Combes, Bertina H.
    Contributor Type: Personal
  • Committee Member: Kinnison, Lloyd
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 2009-08

Language

  • English

Description

  • Content Description: 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.

Subject

  • Keyword: Emotional behavioral disorders
  • Keyword: special education
  • Keyword: teachers
  • Library of Congress Subject Headings: Teachers of problem children -- Job satisfaction.
  • Library of Congress Subject Headings: Special education teachers -- Job satisfaction.

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Adkins, Beverly
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • OCLC: 568791398
  • UNT Catalog No.: b3823945
  • Archival Resource Key: ark:/67531/metadc12067

Degree

  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Degree Discipline: Special Education
  • Academic Department: Department of Educational Psychology
  • Degree Grantor: University of North Texas

Note