The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas

2012 ◽  
Vol 31 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Ann B. Berry
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Perceived Support ◽  
Relationship Of ◽  
The Relationship

scholarly journals Self-confidence as an intermediary variable between psychological empowerment and job burnout among special education teachers in Gaza governorates

2021 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Najah Awad El-Smairy
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Negative Relationship ◽  
Job Burnout ◽  
Self Confidence ◽  
Proposed Model ◽  
Relationship Of ◽  
The Relationship ◽  
Mediator Variable

The present study aimed to establish a theoretical model for the causal relationship between the three variables of study: self-confidence, psychological empowerment and job burnout; and then verify the validity of the proposed model by examining the direct and indirect impact of self-confidence on both psychological empowerment and job burnout; and determine the nature of the course of their relationship; and to see if self-confidence is mediator variable in the relationship of psychological empowerment and job burnout. The study sample consisted of (140) teachers from special needs teachers and used the following questionnaires: self-confidence, psychological empowerment and job burnout that prepared by the researcher. Results of the study indicate that there is a positive relationship between self-confidence and psychological empowerment, and a negative relation between self-confidence and job burnout, and a negative relationship between psychological empowerment and job burnout. Results of the regression analysis showed that self-confidence and psychological empowerment contribute to the prediction of job burnout, and the results of the study showed that self-confidence plays the role of the partial mediator variable in the relationship between psychological empowerment and job burnout among teachers of special education in Gaza governorates.

The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes

2020 ◽  
Vol 54 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Yuzhu Zheng ◽  
Angela R. Crawford ◽  
Laura A. Moylan
Keyword(s):  
Special Education ◽  
Student Performance ◽  
Special Education Teachers ◽  
Teacher Performance ◽  
Student Growth ◽  
School Year ◽  
Academic Measures ◽  
Observation Protocol ◽  
Relationship Of ◽  
The Relationship

In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school year for the students in the instructional group. Teachers’ lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation, and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students’ beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed.

scholarly journals Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

2020 ◽  
Vol 17 (19) ◽  
pp. 7325
Author(s):  
Laura Arcangeli ◽  
Alice Bacherini ◽  
Cristina Gaggioli ◽  
Moira Sannipoli ◽  
Giulia Balboni
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Intellectual Disability ◽  
Special Education Teachers ◽  
Perceived Support ◽  
Effective School ◽  
Mainstream Teachers ◽  
Training Support ◽  
Positive Attitudes

The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

The Rural Special Education Project: A School-Based Program that Prepares Special Educators to Teach Native American Students

1996 ◽  
Vol 15 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Greg Prater ◽  
Susan A. Miller ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Native American ◽  
University Students ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Teacher Preparation Program ◽  
Native American Students ◽  
American Children ◽  
Retention Of Teachers ◽  
The University

The preparation, recruitment, and retention of teachers for rural areas and Native American reservations has long been a serious problem. This article describes a teacher preparation program that prepares preservice special education teachers to effectively work with Native American children and their families in a remote reservation area. University students receive practical classroom experience. The instruction is managed by an on-site instructor. The university students also experience almost total immersion in the Navajo culture. Recommendations are made for establishing similar programs in other locations.

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