The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching

1994 ◽  
Vol 15 (5) ◽  
pp. 297-310 ◽  
Author(s):  
PEGGY C. LITTRELL ◽  
BONNIE S. BILLINGSLEY ◽  
LAWRENCE H. CROSS
Keyword(s):  
Job Satisfaction ◽  
General Education ◽  
Intent To Stay ◽  
General Education Teachers ◽  
General Educators ◽  
Personal Health ◽  
Principal Support ◽  
Teachers Perceptions ◽  
Work Related ◽  
School Commitment

THE PRIMARY PURPOSE OF THIS STUDY WAS TO IDENTIFY SPECIAL AND GENERAL TEACHERS' PERCEPTIONS OF PRINCIPAL SUPPORT. TEACHERS INDICATED THE EXTENT TO WHICH THEY RECEIVED VARIOUS TYPES OF SUPPORT AS WELL AS THE IMPORTANCE OF EACH TYPE OF SUPPORT. WE ALSO INVESTIGATED THE EFFECTS OF PERCEIVED PRINCIPAL SUPPORT ON TEACHER STRESS AND PERSONAL HEALTH, JOB SATISFACTION, SCHOOL COMMITMENT, AND INTENT TO STAY IN TEACHING. QUESTIONNAIRES INCLUDING MEASURES OF SUPPORT, STRESS, JOB SATISFACTION, SCHOOL COMMITMENT, PERSONAL HEALTH, AND INTENT TO STAY WERE RECEIVED FROM 385 SPECIAL AND 313 GENERAL EDUCATION TEACHERS IN VIRGINIA. GENERALLY, RATINGS OF SUPPORT WERE SIMILAR FOR GENERAL AND SPECIAL EDUCATORS. CROSS-VALIDATED REGRESSION RESULTS INDICATE THAT WORK-RELATED VARIABLES ARE BETTER PREDICTORS OF EXTENT OF SUPPORT THAN ARE DEMOGRAPHIC VARIABLES. FURTHER, SPECIFIC TYPES OF SUPPORT ARE SIGNIFICANT PREDICTORS OF JOB SATISFACTION, SCHOOL COMMITMENT, AND PERSONAL HEALTH.

Intent to Stay in Teaching

1996 ◽  
Vol 17 (1) ◽  
pp. 37-47 ◽  
Author(s):  
KUSUM SINGH ◽  
BONNIE S. BILLINGSLEY
Keyword(s):  
Job Satisfaction ◽  
Emotional Disorders ◽  
Special Educators ◽  
Intent To Stay ◽  
Principal Support ◽  
Negative Effects ◽  
Work Related ◽  
Workplace Conditions ◽  
Final Sample ◽  
Positive Effect

LISREL ANALYSES WERE USED TO EXAMINE THE EFFECTS OF WORK-RELATED VARIABLES ON TWO GROUPS OF SPECIAL EDUCATORS' INTENT TO STAY IN TEACHING. THE FINAL SAMPLE INCLUDED 658 SPECIAL EDUCATORS (159 TEACHERS OF STUDENTS WITH EMOTIONAL DISORDERS AND 499 SPECIAL EDUCATORS FROM OTHER SPECIAL EDUCATION AREAS). RESULTS INDICATED THAT FOR BOTH GROUPS OF TEACHERS, THE MOST IMPORTANT DETERMINANT OF INTENT TO STAY IN TEACHING WAS WORKPLACE CONDITIONS. FOR BOTH GROUPS, JOB SATISFACTION HAD THE STRONGEST DIRECT POSITIVE EFFECT ON INTENT TO STAY AND ROLE-RELATED PROBLEMS HAD NEGATIVE EFFECTS ON INTENT TO STAY. PRINCIPAL SUPPORT INFLUENCED INTENT INDIRECTLY THROUGH ROLE-RELATED PROBLEMS AND JOB SATISFACTION. FURTHER, STRESS HAD AN ADVERSE INDIRECT EFFECT ON INTENT TO STAY THROUGH JOB SATISFACTION AND PROFESSIONAL COMMITMENT.

Instructional Grouping for Reading: Teachers' Views

1997 ◽  
Vol 18 (6) ◽  
pp. 347-355 ◽  
Author(s):  
Sally Watson Moody ◽  
Sharon Vaughn ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
General Educators ◽  
Reading Teachers ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Grouping Strategies ◽  
Group Interviews

The purpose of this study was to gain understanding of general and special education teachers' perceptions of grouping for reading and the types of grouping patterns that are implemented in classrooms in a diverse urban school district. Forty-nine third-grade teachers (29 general education teachers who had students with learning disabilities in their class for part of the day and 20 special education teachers) participated in the study. Individual and focus group interviews were used. The results of the interviews revealed that teachers value control over their decisions on how to group for reading. General education teachers indicated that they feel constrained by the demands of the district and school administration, whereas special education teachers believe they have more autonomy in their grouping decisions. The majority of the general educators reported predominant use of a whole class grouping format, whereas special education teachers used a more varied format. For the most part, general educators endorsed mixed-ability grouping arrangements for both social and academic reasons. Special educators, on the other hand, supported same-ability groups. The discussion provides insights into why teachers do not differentiate instruction when teaching in classrooms that have culturally, linguistically, and academically diverse student populations. The need for professional development in flexible grouping strategies is also addressed.

Testing a Model of Special Educators' Intent to Stay in Teaching

1994 ◽  
Vol 60 (5) ◽  
pp. 411-421 ◽  
Author(s):  
Lawrence H. Cross ◽  
Bonnie S. Billingsley
Keyword(s):  
Job Satisfaction ◽  
Special Educators ◽  
Intent To Stay ◽  
Demographic Variables ◽  
Principal Support ◽  
Race And Gender ◽  
Work Related ◽  
Perceived Employability ◽  
And Gender ◽  
Positive Direct

This study used path analysis to examine the effects of work-relatedfactors—including principal support, stress, role problems, job satisfaction, and commitment—on 542 Virginia special educators' expressions of intent to stay in teaching. Demographic variables—including teachers of students with emotional disabilities and race and gender of teachers—were treated as exogenous variables. Job satisfaction had a positive direct effect on intention to stay in teaching. Factors with small effects included professional commitment and perceived employability outside teaching. Principal support, stress, and role problems had direct effects on job satisfaction and commitment. Work-related variables should be included in strategies for retaining special educators.

scholarly journals Training pre-service general educators in assistive technology competencies for students with visual impairments

2018 ◽  
Vol 37 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Beth Ashby Jones ◽  
Belinda Rudinger ◽  
Nichole Williams ◽  
Stephanie Witcher
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Visual Impairments ◽  
General Education Teachers ◽  
General Educators ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Pre Service Teacher

Teacher knowledge of, and comfort with, assistive technology (AT) is key for student use of AT. Previous research identified the AT competencies needed for instructing students with visual impairments (VI) and level of competency required in each. The authors selected 20 of the competencies most appropriate for general education teachers instructing students with VI and investigated the impact of pre-service teacher training in AT on their self-rated competency levels. Pre-service teachers were given a pre-test (using qualitative and quantitative measures), trained in AT using a scavenger hunt in the AT Lab at the university where the study took place, and then completed a post-test of the same measures. Participants could name more AT software and devices on the post-test and viewed themselves as more competent with regards to the 20 SAT competencies.

General Education Teachers’ Perceptions of Behavior Management and Intervention Strategies

2009 ◽  
Vol 12 (2) ◽  
pp. 86-102 ◽  
Author(s):  
Amy Dutton Tillery ◽  
Kris Varjas ◽  
Joel Meyers ◽  
Amanda Smith Collins
Keyword(s):  
General Education ◽  
Behavior Management ◽  
General Education Teachers ◽  
Intervention Strategies ◽  
Teachers Perceptions

scholarly journals ORGANIZATIONAL JUSTICE AND JOB SATISFACTION FOR GENERAL EDUCATION TEACHERS IN SULTANATE OF OMAN

2020 ◽  
Vol 5 (9) ◽  
pp. 89-92
Author(s):  
Rashid Bin Saied Al Hinai
Keyword(s):  
Job Satisfaction ◽  
Young Children ◽  
General Education ◽  
Organizational Justice ◽  
Educational System ◽  
General Education Teachers ◽  
The Other ◽  
Ministry Of Education ◽  
Sultanate Of Oman ◽  
Good Working

Teacher is considered as one of the most important bases upon which the educational system is based because he assumes the responsibility of preparing young children to be good citizens in the future, bringing them up on good manners and teaching them moral and noble values. So, the authorities concerned in the ministry of Education, in general and managers or head masters at schools in particular, must give due cares to create a more healthy atmosphere favorable to teachers while working at schools. This objective can be achieved through the principle of treating all teachers equally without discrimination and such treatment must be based upon justice. Moreover, they also must spare no effort to develop good working relation between them and the teachers from one hand and teachers with each other from the other hand.

scholarly journals General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

2021 ◽  
Author(s):  
Yasamin Bolourian ◽  
Ainsley Losh ◽  
Narmene Hamsho ◽  
Abbey Eisenhower ◽  
Jan Blacher
Keyword(s):  
General Education ◽  
The United States ◽  
Elementary Classrooms ◽  
General Education Teachers ◽  
Mixed Methods Study ◽  
Relationship Building ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
Social Difficulties ◽  
Core Symptoms

AbstractTo identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers’ most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students’ special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.

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