Job Satisfaction of Teachers of Students Who Are Deaf or Hard of Hearing

Autor/inn/en	Luckner, John L.; Dorn, Brittany
Titel	Job Satisfaction of Teachers of Students Who Are Deaf or Hard of Hearing
Quelle	In: Journal of Deaf Studies and Deaf Education, 22 (2017) 3, S.336-345 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enx016
Schlagwörter	Job Satisfaction; Deafness; Special Education Teachers; Teaching Conditions; Teacher Attitudes; Teacher Effectiveness; Elementary School Teachers; Secondary School Teachers; Self Efficacy; Hearing Impairments; Comparative Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Gehörlosigkeit; Taubstummheit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Self-efficacy; Selbstwirksamkeit; Hearing impairment; Hörbehinderung; Statistische Analyse
Abstract	The pressure that educators are experiencing to educate more students, with more challenges, to higher levels of learning than any time in the past is significantly changing their working conditions. The purpose of this study was to examine the perceptions of a national sample of teachers of students who are deaf or hard of hearing to ascertain their overall job satisfaction as well as to identify the specific factors that positively and negatively affect their ability to do their jobs well. In addition, responses of different subsets of teachers (e.g., itinerant, elementary, and secondary) were compared. Responses from 495 deaf educators are reported. Collectively, 89% of participants stated that they were satisfied to very satisfied with their overall job. Specific aspects of the job that respondents indicated that they were most satisfied or most dissatisfied with are presented and suggestions for addressing some of the identified challenges as well as recommendations for future research are provided. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01