Browsing by Subject "job satisfaction"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item Malleable Factors that Contribute to Teachers’ Stress, Burnout, Job Satisfaction, and Job Attrition in Special Education(2020-10) Rodrigo, SaashyaThe emotionally and physically taxing demands unique to the special education profession have been found to contribute to increased stress levels, thereby increasing the potential for teachers to experience burnout and job dissatisfaction. Namely, administrative tasks (increased paperwork and caseloads), lack of support and resources (inadequate teaching materials, lack of planning time, lack of administrative, parent, and peer teacher support), feelings of being under-prepared for the job, challenging behaviors exhibited by students, and inadequate reward for the efforts put in (low salary, lack of student progress), are a few factors that previous studies have linked to an increase in stress and burnout among special educators. Prolonged exposure to these factors may contribute towards teachers’ ultimate decision to leave the field of special education. Although previous systematic reviews have synthesized research on special education teacher attrition (Billinsley & Bettini, 2019; Billingsley, 2004; Brownell & Smith, 1992), and predictors of teacher stress and burnout (Brunsting et al., 2014; Fore et al., 2002; Wisniewski & Gargiulo, 1997), no systematic literature synthesis to date has specifically focused on malleable factors (i.e., factors that potentially can be changed or altered, unlike other variables such as teacher or student characteristics) and their relation to special educators’ stress, burnout, job satisfaction and job attrition. This literature synthesis aimed to address this research gap by systematically synthesizing existing studies that explored alterable factors such as work load, administrative support, self-efficacy, and job conflict and autonomy, and their correlation with teacher stress, job satisfaction, burnout, and attrition in special education.Item "What role will you play?" Exploring metaphors for work in Teach For America narratives(2012-04) Jackson, TaylorThis thematic analysis examines stories written by Teach For America corps members about their experiences teaching in low-income school districts across the United States. The data were collected from the personal blogs of corps members hosted on the Teach For America web site. By uncovering themes in the narrative constructions of non-profit members’ experiences,these findings expand empirical understandings and practical insights of how members of organizations metaphorically conceptualize their roles, orient themselves to others in their work environment and define success. Further, this research reveals situations commonly experienced across organizations that contribute to job frustration and burnout. Those in or interested in nonprofit jobs or careers will find this report a useful overview of the metaphors people use to conceptualize their roles, identify the roles of others, define success and make meaning out of their experiences in light of the demands of nonprofit work, tensions between expectations and reality, and possibilities of achieving personal and organizational goals.