Psychosocial Experiences of Teachers of Children with Special Needs in and Outside the School Setting
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Date
2006-06
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Addis Ababa University
Abstract
This study attempted to examine the psychosocial expenences of
teachers of children with special needs in and outside the school
setting. The questionnaire was distributed among 40 (28 females
and 12 males) available teachers and interview was h e ld with 9 (5
females and 4 males) randomly selected teachers from nine
governmental schools in Addis Ababa. Qualitative and quantitative
methods of data analysis ยท were employed to analyze the data. The
results indicated that commitme nt was the most important predictor
of turnover intention of teachers of children with special needs.
Female teachers showed satisfaction, commitment and intention to
stay in the profession than their male colleagues. On the average,
teachers of children with special needs experienced high stress,
have commitment and intention to stay in the profession. In addition,
teachers reported lack of professional development, low salary and
low status of the profession in the society as discouraging factors
and satisfaction with the change (progress) in children with special
needs, children's love for their teachers and interest in teaching as
factors that help teachers to stay in the profession. Teachers of
children with special needs experienced less positive and more
negative expenences in and outside the school setting. Most
teachers, however, appear to be interested in serving children with
special needs. Implications of the results are discussed and
re commendations are also indicated.
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Keywords
Teachers of Children with Special Needs