School Principals' Inclusive Leadership and Special Education Resource Teachers' Job Satisfaction: The Mediating Role of Organization-Based Self-Esteem

• In Event: Special Educators: Attitudes, Satisfaction, and Retention

Abstract

In China, Special Education Resource Teachers (SERT) play a key role in providing appropriate support to children with disabilities who are learning in the regular schools. This study aims to investigate the impact of school principal inclusive leadership on SERT’s job satisfaction in regular schools in Beijing of China, and conceptualized the organization-based self-esteem (OBSE) as a mediator. Data were gathered from 391 resource teachers in all the 16 districts of Beijing. Results show that OBSE mediated the relationship of inclusive leadership and resource teachers’ job satisfaction. Implications are discussed for inclusive education practice and policy in Chin as well as for future research.

Authors

• Yuan Du, Beiijng Academy of Educational Sciences

• Yinghua Chen, Beijing Academy of Educational Sciences

• Shanfeng Wang

• Bolin Zhu, Beijing Academy of Educational Sciences