On the Relationship between Swedish Special Educators' Work Absenteeism, Job Satisfaction, and Self-Efficacy for Inclusive Education

Autor/inn/en	Reichenberg, Monica; Löfgren, Kent
Titel	On the Relationship between Swedish Special Educators' Work Absenteeism, Job Satisfaction, and Self-Efficacy for Inclusive Education
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 2, S.615-627 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Correlation; Foreign Countries; Special Education; Special Education Teachers; Employee Absenteeism; Job Satisfaction; Self Efficacy; Inclusion; Work Environment; Intellectual Disability; Students with Disabilities; Special Needs Students; Predictor Variables; Sweden + Suchen Sie Ihr Suchwort? Korrelation; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Employee; Absenteeism; Absentismus; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Inklusion; Arbeitsmilieu; Intellect; Disability; Disabilities; Verstand; Behinderung; Student; Students; Schüler; Schülerin; Studentin; Sonderpädagogischer Förderbedarf; Prädiktor; Schweden
Abstract	Little is known about the working conditions for Swedish special educators who teach students with an intellectual disability. Consequently, the overall aim of this research is to describe special educators' job satisfaction, self-efficacy, and work absenteeism in Swedish special needs comprehensive schools (Grundsärskolan). We surveyed 148 special educators from Sweden (111 were eligible for the analysis). For measurement validation, we used principal axis factoring. For analysis, we estimated a linear regression (job satisfaction as the outcome) and negative binomial regression (work absenteeism as the outcome). The special educators in the study like their jobs, but some desire more resources. Our analysis suggests that higher levels of self-efficacy for inclusive education are associated with higher levels of expected job satisfaction, whereas a higher level of job satisfaction is associated with lower expected work absenteeism. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01