The Influence of Support from Administrators and Other Work Conditions on Special Education Teachers

Abstract

Using a national sample (n = 343), this study examined the importance and the amount of administrative support special education teachers (SETs) receive and its effect on teachers’ intent to continue teaching, stress, job satisfaction and school commitment. This study also used regression analysis to determine if factors such as years of experience, range of disabilities, school level and caseload can predict stress, satisfaction and commitment. The results indicate that SETs deem all dimensions of administrative support as important. However, teachers rated emotional and appraisal support as more important and often received from administrators than informational and instrumental support. Administrative support plays an important role in reducing stress, satisfaction, commitment and intent to stay. Teachers with higher levels of administrative support are less stressed, more satisfied, have a higher level of commitment and intend to continue teaching. Years of experience and range of disabilities are also significant predictors of stress, satisfaction and school commitment. Teachers who teach defined disability or have more years of experience have lower levels of stress and higher levels of satisfaction and school commitment compared to those who teach students with differing disabilities or are less experienced. Caseload and school level appeared to be nonsignificant predictors.