ERIC Number: ED389151
Record Type: RIE
Publication Date: 1995-May-26
Reference Count: N/A
Impact of Job Design Problems and Lack of Support. Draft Version. Working Paper #6.
Gersten, Russell; And Others
This paper presents implications of the path analysis procedures used to interpret data from a study of urban special education teachers' perceptions of working conditions. The analysis looked at a broad range of factors that could affect teacher plans to leave the field. An overall finding emerging from the analysis was that the same fundamental relationships among variables held in all three study cities. Other major findings included: (1) principal support is critical to job satisfaction and is associated with stronger teacher commitment to special education and a lower likelihood of leaving; (2) perceived opportunities for professional growth are influenced by both central administration and building principals; (3) role conflict and a sense of weakened autonomy are strongly related to stress and to teacher satisfaction with the current assignment; and (4) intent to leave the field of special education is strongly influenced by commitment to the field and special education experience. Figures illustrate the path analyses for each of these four findings. (DB)
Descriptors: Disabilities, Elementary Secondary Education, Faculty Mobility, Job Development, Job Satisfaction, Labor Turnover, Path Analysis, Principals, Professional Development, Role Perception, Special Education Teachers, Statistical Analysis, Teacher Administrator Relationship, Teacher Attitudes, Teacher Morale, Teacher Role, Teaching Experience, Teaching (Occupation), Urban Education, Work Environment
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: National Dissemination Forum on Issues Relating to Special Education Teacher Satisfaction, Retention and Attrition (Washington, DC, May 25-26, 1995); see EC 304 434.