Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Bonnie Bolado

Abstract

This study focused on understanding special education teacher perspectives in a small, North Carolina school district, in terms of job design, as well as strategies principals use to supervise effective special education programs. Special education teachers were surveyed using Hackman and Oldham’s (1974) job diagnostic survey, which measured teacher perspectives on job design elements. Five school principals were interviewed and asked to provide insight on how they oversee their special education programs and support special education teachers. Special education teachers had motivating potential scores within the average range, meaning there is an average amount of job satisfaction and are neutral in terms of leaving one’s jobs. Teachers indicated they were satisfied with the work they do with colleagues, the amount of personal growth they receive, the quality of their principal, the autonomy they have within their jobs, and receiving feedback; however, special education teachers are extremely dissatisfied with pay and over 40% considered leaving their jobs. Principals indicated they support special education teachers through professional development, feedback, and coaching, and allow special education teachers to be a part of decision-making processes. Research aligned with other studies around job design, such as Kraemer’s (2019) research, Bettini et al.’s (2015) research, and Major’s (2012) research. This research also contributed to integrating Hackman and Oldham’s job design theory within the special education field.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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