The relationship between paraprofessional job satisfaction and student academic and co-curricular success for secondary school students in special education

This study examined three upper middle class suburban high schools to investigate whether there were differences in the way students with special needs were educated. Did the schools embrace an inclusionary philosophy where by students with special needs were integrated regular academic classes? In addition did these students participate in co-curricular, school-sponsored activities? All three schools relied on the use of paraprofessionals who played a prominent role in working with students with special needs and were closest to their day-to-day experiences. Moreover, the study investigated whether there are differences in the way the schools delivered these special education services.; The study also asked whether there are differences among schools in the levels of paraprofessional job satisfaction in four areas of job satisfaction cited from the literature. These included role clarity, task consistency, effective communication, and adequate supervision. Student academic success was measured by student MCAS ELA and MCAS Math scores. Co-curricular success was measured by a student Co-curricular Involvement Inventory. The latter is important because special education students who are sufficiency supported have a greater opportunity to become integrated members of the school community and the larger society when they transition from school.; Data gathered were analyzed using one-way ANOVA, correlations, and linear regressions. Results did not support that high levels of paraprofessional satisfaction contribute to student academic success as measured by MCAS. However, there were highly significant differences among schools in levels of paraprofessional job satisfaction and in the rates of student participation in co-curricular activities. Schools with more inclusionary practices had high rates of job satisfaction among paraprofessionals and high rates of participation in co-curricular activities among students with special needs. The qualitative results were corroborated by interviews, focus groups with administrators, teachers, special education students and paraprofessionals; questionnaires completed by paraprofessionals and students; as well as evidenced gathered from each school's most recent Massachusetts Department of Education Coordinated Program Review. The findings from the study suggest that paraprofessionals who reported higher degrees of satisfaction are more likely to aid in facilitating co-curricular opportunities for students with special needs. It is through participation in these school-sponsored activities where students with special needs may experience greater opportunities for social success both in school and eventually in the larger community.