Examining Special Education Teachers’ Perceptions of Working Conditions and Job Satisfaction

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Perceptions and Practices in Inclusive Education: Teachers' Insights (Table 10)

Abstract

Special Education Teachers (SETs) experience working conditions differently than their general education counterparts. This study aims to understand if quantitative differences exist among SET position types (resource or self-contained) by examining a sample of the South Carolina Teacher Working Conditions Survey (Starrett et al., 2023). Several structural equation models are built and show differences do not exist by group. Results indicate two predictors, perception of resources and an interaction term of resources and demands together. Both have a statistically significant impact on SETs job satisfaction and intent to remain in the field. These findings have important application for district and school level leaders because SETs can be supported similarly with additional resources, thus impacting retention.

Authors

• Bryndle Bottoms, University of South Carolina

• Christine DiStefano, University of South Carolina

• Han Wang, University of South Carolina

• Fang Wang, University of South Carolina