Factors affecting job satisfaction of Turkish special education professionals: predictors of turnover

Ari, Meziyet; Sipal, R. Firat

doi:10.1080/13691450902840648

Cited by 11 publications

(5 citation statements)

References 32 publications

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“…Also, the fact that the expected results from individuals with special needs taking a huge amount of time is another professional difficulty. Arı and Sipal (2009) said that printed and audiovisual materials, the lack of professional development opportunities, students' attitudes and inadequate salaries as the factors affecting job satisfaction among professionals working in special education field. The difficulties that a special education teacher may face can be categorized in a simple and limited manner, within the scopes of examples given.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Prospective special education teachers metaphorical perceptions on the concept of special education teacher

Deniz¹

2016

Educ. Res. Rev.

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The aim of this research is to define the perceptions of prospective special education teachers regarding special education teacher through metaphors. Phenomenology design was used in this research. The study group comprised 116 third year prospective special education teachers studying at Marmara University, Ataturk Faculty of Education, Special Education (Mentally Disabled Teaching) Department. The prospective special education teachers were asked to fill a form featuring the phrases, "The special education teacher is like (similar to) …….; because ….." The data were analyzed through content analysis. The results showed that the metaphors created by prospective special education teachers on the concept of special education teacher were grouped under ten categories. These categories are: (1) Patience and devotion; (2) Difficulty of profession; (3) Source of love and affection; (4) Complementing; (5) Superiority of profession; (6) Life coaching/guidance; (7) Weariness of profession; (8) Skill teaching; (9) Social leadership/enlightening, and (10) Social prejudices. All these categories were discussed within the scope of previous researches and some concrete research proposals were suggested for further studies.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Prospective special education teachers metaphorical perceptions on the concept of special education teacher

Deniz¹

2016

Educ. Res. Rev.

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“…The three (3) distinct parts of supervision are curricular, administrative, and instructional (Okumbe, 1998). Instructional supervision can develop teachers professionally (Ari & Sipal, 2009). Its main objective is to support teachers in their professional development by encouraging them to reflect on their practices, learn more about what they do and why, and learn more about what works in schools (Kurka & Berhanu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting

Torres,

Zerrudo,

Labad

et al. 2024

INT J INSTRUCTION

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The Philippine Department of Education (DepEd) reiterated the need to conduct class observations to help ensure the delivery of quality basic education to all learners. It developed the Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads, aligned with the Philippine Professional Standards for Teachers (PPST). The manual provides school heads and other raters with a detailed reference to help understand the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance (DepEd, 2018). It is on this premise that this study is conducted. Primarily, it aimed to ascertain the elementary teachers’ views on the conduct of the class observations. Likewise, it also identified the factors necessary for the smooth conduct of the class observations. This study utilized the case study research design. It involved eighteen (18) elementary teacher participants and three (3) school principals, utilizing a purposive sampling design. The interview guide was used to gather the data, which was analyzed using the Collaizzi’s method. The study found that the elementary teachers’ views are characterized as systemic and observer expertise. The factors necessary for the smooth conduct of the class observations are: (1) observe honesty, confidentiality, and collegiality; (2) provide actionable feedback; and (3) support productive collaboration among teachers. Future researchers may duplicate this study on a national scale to validate the study’s findings.

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“…The two-dimensional concept assumes that job satisfaction and dissatisfaction are affected by various aspects of work that can be considered as satisfaction (aspects affect job satisfaction) or dissatisfaction (aspects affect job dissatisfaction). 36 Teacher's age, years of service, issues outside of school, 37,38 different types of leadership, 39 types of feedback and support, job expectations, teacher's competency, and continuing education, 40 lack of teaching aids, extra duties, low income and bureaucracy 41 are factors that affect teacher satisfaction.…”

Section: Introductionmentioning

confidence: 99%

The Role of Job Stress and Job Satisfaction in Predicting Job Burnout of Teachers of Students with Special Needs

Alamdarloo,

Mohsenifar

2023

IJPHR

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Introduction The aim of this study was to determine the role of job stress and job satisfaction in predicting job burnout in teachers of students with special needs in Shiraz, Iran. Methods The sample included 136 teachers of students with special needs that were selected through convenience sampling. For data collection, the Burnout Inventory, Job Stress Questionnaire, and the Minnesota Satisfaction Questionnaire were used. Data were analysed using Pearson correlation coefficient and simultaneous multiple regression. Results The results showed that job stress positively and significantly predicted job burnout and job satisfaction negatively and significantly predicted job burnout. Conclusion According to the findings of this study, it is suggested that organisations related special education field to design and develop appropriate educational and supportive programs (such as holding workshops on stress management in the workplace, providing free counseling and psychological services, identifying individual and environmental factors affecting job satisfaction in teachers of students with special needs, helping to increase their job satisfaction, providing assistants for these teachers, and etc.). This will increase job satisfaction and reduce job stress in teachers of students with special needs. In this way, the burnout of teachers of students with special needs will be reduced.

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Factors affecting job satisfaction of Turkish special education professionals: predictors of turnover

Cited by 11 publications

References 32 publications

Prospective special education teachers metaphorical perceptions on the concept of special education teacher

Prospective special education teachers metaphorical perceptions on the concept of special education teacher

Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting

The Role of Job Stress and Job Satisfaction in Predicting Job Burnout of Teachers of Students with Special Needs

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