Paraprofessionals' Perceptions of Job-Related Supports, Challenges, and Effectiveness

Autor/inn/en	Sally K. Fluhler; Christopher J. Lemons; Yasmina E. Haddad; Casey Chauvin; Guy Martin; Lauren LeJeune; Emily Gurwitz
Titel	Paraprofessionals' Perceptions of Job-Related Supports, Challenges, and Effectiveness
Quelle	(2022) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Sally K. Fluhler) ORCID (Christopher J. Lemons) ORCID (Yasmina E. Haddad) ORCID (Lauren LeJeune) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
DOI	10.4324/9781003156888-9
Schlagwörter	Forschungsbericht; Paraprofessional School Personnel; Attitudes; Work Environment; Barriers; Program Effectiveness; Teaching Conditions; Job Satisfaction; Interpersonal Relationship; Responsibility; Educational Needs; Job Skills; Professional Development; Salaries; Special Education Teachers; Teacher Role; Interpersonal Communication; Elementary Schools; Middle Schools + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Verantwortungsübernahme; Zuständigkeit; Educational need; Bildungsbedarf; Produktive Fertigkeit; Entlohnung; Gehalt; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Interpersonale Kommunikation; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	The purpose of this study was to explore paraeducators' perceptions of job-related supports, challenges, and effectiveness. Qualitative interviews were collect from 47 paraeducators across three states in the South and Southwest regions of the United States. A majority of paraeducators report being satisfied in their job and having positive relationships with school-related personnel and students. A few paraeducators expressed a desire for more responsibilities. Several paraeducators reported feeling unprepared and in need of additional training. Paraeducators reported receiving insufficient professional development to perform their job. Many raised complaints about insufficient pay. And, although many reported feeling supported by their special education teacher; a small percentage reported a lack of support. Many paraeducators reported insufficient communication with other school staff. Primary implications suggest the need to improve professional development, on-going coaching, and working conditions (including salary) for paraeducators. [This chapter was published in: "Handbook of Special Education Research, Volume II," Routledge, 2022, pp. 97-109.] (As Provided).
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04