Influencing factors of Chinese special education teacher turnover intention: understanding the roles of subject well-being, social support, and work engagement

2020 ◽  
pp. 1-12
Author(s):  
Wangqian Fu ◽  
Qianqian Pan ◽  
Caiyun Zhang ◽  
Li Cheng
Keyword(s):  
Social Support ◽  
Special Education ◽  
Influencing Factors ◽  
Work Engagement ◽  
Turnover Intention ◽  
Teacher Turnover ◽  
Well Being ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Intention Understanding

scholarly journals Perceived Organizational Support: A Case of Special Education Teacher

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fadhilah Ramadhani
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Organizational Support ◽  
Perceived Organizational Support ◽  
Well Being ◽  
Special Education Teacher ◽  
Primary Data ◽  
Education Teacher ◽  
Inclusive System ◽  
Organizational Rewards

This study aims to examine perceived organizational support within special education teacher in Surabaya. Special education needs a lot more attention because some inclusive system in public schools are not well developed which affecting the teachers’ well being. This study starts with a literature review building the knowledge basis for the topic. The primary data was gathered through several interviews with shadow teachers to look into the difficulty which resulted in lack of perceived organizational support among special education teachers. The perceived organizational support in teachers was examined through the three beneficialfactors for POS, namely: fairness, supervisor support, and organizational rewards and job conditions. Result shows that the organisation still need to improve the three beneficial factors for POS so that the teachers can feel more supported by the organisation.

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

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