Is the Glass Half Full or Half Empty?

Mastropieri, Margo A.

doi:10.1177/002246690103500201

Cited by 60 publications

(4 citation statements)

References 8 publications

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“…Causton-Theoharis et al (2007) and Mastropieri (2001) report that collaborating with other adults is one of the major challenges faced by first-year teachers. Calder and Grieve (2004) suggest some reasons why teachers lack skills in this area.…”

Section: Training For Teachersmentioning

confidence: 99%

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Ashbaker¹,

Morgan²

2012

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This paper summarizes recommendations from a selection of international research literature urging teachers to take the initiative in their own classrooms to invite paraeducators to participate fully as team players in collaborative work. In US classrooms paraeducators (teacher aides/teacher assistants) have long been making valuable contributions in providing education services to students with a variety of needs. The literature documents change in their roles. Legislation has influenced their required qualifications—although legislation still refers to them as paraprofessionals. While some researchers have cast doubt on whether paraeducators are truly effective in their assigned roles, others have warned that the education system is over-reliant on them. In response to this changing perspective, teacher educators must revise programs to better prepare teacher candidates to effectively team with paraeducators. Personnel developers and school administrators must provide inservice training for a generation of teachers who have received little if any training in this area

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Section: Training For Teachersmentioning

confidence: 99%

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Ashbaker¹,

Morgan²

2012

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“…Additionally, professional development provided by districts can be quite limited. As a result, many teachers feel poorly prepared to lead paraprofessionals and indicate they need more support in this area (Berry, Petrin, Gravelle, & Farmer, 2011; Mastropieri, 2001).…”

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confidence: 99%

“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals

Biggs

Gilson

Carter

2018

Teacher Education and Special Education: The Journal of the Tea

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The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams—a total of 22 teachers and paraprofessionals—to identify (a) the competencies they consider important for special education teachers to work effectively with paraprofessionals and (b) their recommendations for equipping teachers to develop these competencies. Participants identified 10 competencies addressing three areas contributing to balanced leadership: knowledge, skills, and dispositions. They also recommended eight avenues for leadership development spanning three broad pathways: university-based preparation, school/district support, and personal development. The authors’ findings suggest the need to embed development of these competencies within existing training and support programs for teachers. The authors offer recommendations for future research and practice targeting teacher development in these areas.

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“…On the other hand, previous studies have found several factors that can affect the level of job satisfaction experienced by teachers, such as the overall school environment, access to resources, and the manageability of workload. In addition, the level of school support perceived by a teacher directly affects job satisfaction (Mastropieri, 2001;Prather-Jones, 2011). As can be seen, previous studies generally emphasize the effect of classroom management and school climate on job satisfaction.…”

Section: The Mediating Roles Of Loneliness At Work and Burnout In The...mentioning

confidence: 99%

The mediating roles of loneliness at work and burnout in the relationship between career adaptability, organizational commitment, and job satisfaction among teachers

Kara,

Kayışdağ,

Bek

2024

Preprint

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This research examines the mediating roles of loneliness at work and burnout in the relationship between career adaptability, organizational commitment, and job satisfaction among teachers. The analysis was conducted with 256 teachers. Data were collected with the Organızatıonal Commıtment Scale, Career Adaptabilities Scale, Loneliness at Work Scale, Burnout Measure, and Job Satisfaction Scale. Data were analyzed with a two-stage structural equation modeling technique. According to the research findings, it has been proven that the mediatory effects of loneliness at work and burnout are significant in the relationship between organizational commitment and job satisfaction.

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Is the Glass Half Full or Half Empty?

Abstract: Help Wanted: Individuals who are enthusiastic, intelligent, energetic, and personable to work in challenging situations with challenging individuals. Extrinsic rewards minimal. Intrinsic rewards unlimited.

Cited by 60 publications

References 8 publications

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals

The mediating roles of loneliness at work and burnout in the relationship between career adaptability, organizational commitment, and job satisfaction among teachers

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