Job Design for Special Education Teachers

Authors

  • Amanda Elizabeth Major

Keywords:

job design, special education, participative management, teacher retention, teacher stress, teacher job satisfaction, teacher motivation

Abstract

Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers’ attrition and disengagement. A relationship between motivation and satisfaction to job characteristics is explored and applied to special educator’s role to determine the optimal job design. Designing the job of the special education teacher for participatory empowerment to address the factors associated with attrition, such as stress, lack of motivation, and low job satisfaction is recommended. This participatory effort requires a commitment from school administrators, professional development initiatives, and special education teachers.

 

Author Biography

Amanda Elizabeth Major

Amanda Major, CPLP, CAPM, instructs asynchronous Industrial/Organizational Psychology courses at the University of Phoenix while working towards her doctorate in Educational Leadership, Policy, and Law at Alabama State University. As a learning and performance professional, she contributed 10+ years to corporate, academic, and educational accomplishments. She has also earned certificates as well as two certifications, the American Society of Training and Development's Certification in Professional Learning and Performance and the Project Management Institute's Certified Associate in Project Management.

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Published

2012-08-14

How to Cite

Major, A. E. (2012). Job Design for Special Education Teachers. Current Issues in Education, 15(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/900

Issue

Vol. 15 No. 2 (2012)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.