JOB SATISFACTION AMONG SPECIAL EDUCATORS IN LEBANON AS RELATED TO THEIR SELF-EFFICACY AND SOME DEMOGRAPHIC VARIABLES

Randa Farhat Kanj, Mona F. EL-Abed

Abstract


This study aims to find a relationship between the perceived job satisfaction of special education teachers and both their (1) socio-demographics (age, gender, years of experience, education level, working hours, type and the geographic area of educational institution, and type of employment) and their (2) self-efficacy. 205 special education teachers, female predominantly (94.6%), from 5 districts of Lebanon participated in this study. A correlation was found between special educators’ job satisfaction and their self-efficacy. Moreover, teachers with a higher level of education were more satisfied with their jobs than their counterparts who had lower education levels. A supportive school climate that fosters positive relationships with teachers and regular training programs for promoting teachers’ knowledge and skills development, were also recommended. 

هدفت الدراسة الحاليّة إلى كشف مستوى الرضا الوظيفي لدى معلّمي التربية الخاصّة من خمس محافظات في لبنان وعلاقته بمتغيّرات إجتماعيّة - ديموغرافيّة ( العمر،الجنس، الخبرة العمليّة، المستوى الدراسي، مكان وساعات العمل ، وطبيعة المؤسسة التعليمية)  و الكفاءة الذاتيّة للمعلمين. أسفرت نتائج الدراسة عن وجود علاقة ترابطيّة بين الرضا الوظيفي و الكفاءة الذاتيّة لمعلمي التربية الخاصة. كما و أوضحت النتائج أنّ هناك فروقاً في الرضا الوظيفي يُعزى إلى متغيّر المؤهّل الدراسي الأعلى لدى معلمي التربية الخاصة . في ضوء ما أسفرت عنه الدراسة، يوصى بتعزيز فاعليّة معلّم التربية الخاصة و تشجيعه على اكتساب المعارف و المهارات و خبرات جديدة في بيئة مدرسيّة مشجّعة.

 

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Keywords


special education teachers, students with special needs, job satisfaction, self-efficacy

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References


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DOI: http://dx.doi.org/10.46827/ejse.v10i2.5234

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