Professional Qualities of Special Education Itinerant Teachers: A Qualitative Study from China

2021 ◽  
pp. 1-16
Author(s):  
Nan Zhu ◽  
Li Gao ◽  
Jiaojiao Wang ◽  
Yan Wang ◽  
Zhonghe Huang ◽  
...  
Keyword(s):  
Special Education ◽  
Qualitative Study ◽  
Itinerant Teachers

The Manifestation of Spirituality in Special Education Leaders

2019 ◽  
Vol 30 (2) ◽  
pp. 192-209
Author(s):  
Merritt F. Waters ◽  
Catherine E. Hackney
Keyword(s):  
Special Education ◽  
Qualitative Study ◽  
Professional Organization ◽  
Special Education Leadership ◽  
Education Experience ◽  
Education Professional ◽  
Education Leaders ◽  
And Coping ◽  
Creating Meaning ◽  
Journal Entries

The challenges of special education leadership require both inspiration and capacity. This qualitative study of a purposeful sample of members of a Midwestern special education professional organization explores how leaders in special education experience spirituality in their work—creating meaning, leading/supporting others, and coping with workplace demands. In response to internal and external struggles, analysis of interviews and journal entries shows spiritually inclined special education leaders cultivate a sense of gratitude, which flows into a cycle with trust. This choice leads to fulfilled feelings from enacting their values, rich collaboration, and success with integrating work into a balanced life. These findings suggest that prospective and current special education leaders can benefit from engaging in a spiritual perspective toward work.

scholarly journals Factors for the Task Load of Special Education Integration Program (PPKI) Teachers in Johor

2020 ◽  
Vol 9 (3) ◽  
pp. 2413-2416
Keyword(s):  
Special Education ◽  
Qualitative Study ◽  
Special Needs ◽  
Thematic Analysis ◽  
Special Education Teachers ◽  
Students With Special Needs ◽  
Factors Affecting ◽  
The Real ◽  
Task Load ◽  
Integration Program

Teachers’ task load has become a chronic issue. This issue involves teachers in various fields, including special education teachers in the Special Education Integration Program (PPKI). They are burdened with a variety of tasks whether they involve special education or normal students. As we know, the real focus for teachers at PPKI is for students with special needs (MBK) who are full of challenges as MBK is came up of various categories. When their focus is directed to tasks other than those involving MBK, their work will increase and stress them. These full qualitative study was conducted to identify factors affecting the task load of teachers in PPKI. After interviews with the 11 PPKI coordinators of each district in Johor, interview transcripts were constructed and analyzed. Through thematic analysis, the findings indicate that there is three factors contributing to the task load of PPKI teachers' namely students, facilities and leadership. This finding can serve as a guide for headmasters to manage PPKI in schools.

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