This study assesses the relationship between job satisfaction and attrition of special education teachers. The study uses The Job Satisfaction Survey by Spector (1985) to determine the level of satisfaction of special education teachers. In this quantitative study, the independent variables were the nine facets measured by the survey: pay, promotion, supervision, fringe benefits, performance-based rewards, operating procedures, coworkers, nature of work, and communication. The variables were related to the intent of the special education teacher to renew the contract for the following school year. Descriptive data was disseminated further through demographic questions. The problem of special education teacher attrition has been studied but continues to be a problem for school districts. The aim of this research was to determine if a relationship existed between job satisfaction and the intent of a special education teacher to either renew or not renew his or her contract. Additionally, the researcher used one open-ended question to gather more insight into the impact of Covid-19 on the teacher’s job satisfaction level. The study was unable to determine the existence of a relationship between job satisfaction and special education teacher attrition. Findings indicated a connection between job satisfaction and teacher feelings about professional development. Results and implications for educators are included for the study as well as recommendations for further research.

Título

• Factors Leading to Retention and Attrition of Special Education Teachers

Última modificação

• 06/05/2024

O Criador

• Rinne, Jarad

Contribuinte

• Arnold, Michael (Committee Chair)
• Hedgpeth, Pam (Committee Chair)
• Perry, Robert (Committee Chair)

Data Criada

• 2021

Identificador

• vital:10977

Língua

• English

Editor

• Southwest Baptist University

Sujeito

• Teacher Attrition
• Job Satisfaction
• Special Education Teachers

Direitos

• Copyright Protected

Formato de arquivo

• PDF