Dissertation
Special education teachers and work stress: Exploring the competing interests model
Washington State University
Doctor of Education (EdD), Washington State University
05/2010
DOI:
https://doi.org/10.7273/000006095
Abstract
The purpose of this qualitative study was two-fold: (a) to explore K-12 special education teachers' experiences with work challenges and perceptions of stress and potential burnout; and (b) to explore the usefulness of the Special Education Teacher Competing Interests Model to explain their perceptions of stress and potential burnout. Four research questions were addressed in this study: (a) How do special education teachers describe their core values in regard to special education and their work motives? (b) How do special education teachers describe and interpret the rewards and satisfactions of their work? (c) How do special education teachers describe the challenges and dissatisfaction of their work? (d) How do special education teachers cope with challenges and attempt to succeed in their work? Nineteen, novice and veteran special education teachers from 13 rural and urban school districts in eastern Washington State participated in this study. Open-ended interviews were the primary means of data collection. The data analysis used a constant comparative process and resulted in the articulation of four major themes: Who they are - special education teachers' values and motives; special education teachers' work challenges; special education teachers responses to work challenges; and special education teachers' affective responses to work challenges. These themes were compared to the Competing Interests Model, resulting in modification of the model. The revised model helps explains the work experiences of special education teachers. reflect manifestations of bifurcated school-based cultures created by ideologically based political arenas at the local school level.
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Details
- Title
- Special education teachers and work stress
- Creators
- Larry Dean Bush Jr
- Contributors
- Gail C. Furman (Chair)Forrest Parkay (Committee Member) - Washington State University, Department of Educational Leadership, Sport Studies, and Educational/Counseling PsychologyDanny Talbot (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 128
- Identifiers
- 99901055118501842
- Language
- English
- Resource Type
- Dissertation