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Differences in Job Satisfaction Between General Education and Special Education Teachers

Implications for Retention

Catholic Social Services of Monroe in Michigan

Roger C. Loeb

Department of Behavioral Sciences at The University of Michigan/Dearborn

The occupational field of special education has been particularly vulnerable to losing its well-trained professional staff. Academic preparation and training of these teachers is costly and time-consuming, and replacing them is difficult. The present study compared the satisfactions and dissatisfactions of teachers of emotionally/behaviorally impaired students in special education, teachers of students in general education, and teachers responsible for both groups of students. Teachers of students in special education programs were found to be the most dissatisfied. Specific stresses and frustrations, both from within and from outside the classroom, were found to be associated with the dissatisfaction. The difficulties were particularly common in younger, less experienced special education teachers. The implications of these findings are discussed, and recommendations aimed at improving job satisfaction for special education teachers are presented.

Remedial and Special Education, Vol. 23, No. 5, 258-267 (2002)
DOI: 10.1177/07419325020230050101


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