JOB SATISFACTION AND TEACHER ATTITUDES OF REGULAR CLASSROOM AND SPECIAL EDUCATION TEACHER

This study utilized multiple regression analysis to determine whether there was a significant relationship between the job satisfaction and/or teacher attitudes and the type of classroom taught, special education or regular classroom.;All subjects for the study were chosen from teachers who worked within the six districts served by one special education cooperative in the Chicago Metropolitan area. Regular classroom teachers were chosen equally from each of the six districts, utilizing a stratified randomization by age level taught. All of the teachers of learning disabilities, behavior disorders, and educably mentally handicapped within the cooperative were asked to participate.;Each individual was administered a Personal Data Form, the Minnesota Satisfaction Questionnaire, and the Minnesota Teacher Attitude Inventory. Means, standard deviations, and a correlation matrix were presented for all variables. Then a series of setwise multiple regressions were calculated to determine their significance and the variance accounted for by the independent variables. In addition, a factor analysis was performed on the twenty subtests of the Minnesota Satisfaction Questionnaire and four factors emerged from the rotated matrix; Job Characteristics, Supervision, Job Benefits, and Values.;Although there was no significant difference in Job Satisfaction for the regular and special education teachers, their attitudes were different. Those who were teaching regular classes exhibited more positive attitudes toward students than did those teaching special education. In addition, teachers of Behavior Disorders and the Educably Mentally Handicapped showed lower attitude scores than did Learning Disabilities teachers. Teachers of self-contained special education classes also revealed lower attitude scores toward students than did the special educators who were in itinerant or resource programs. Teachers of self-contained special education classes may need to rotate into regular education positions where student progress is more apparent. When expectations of teachers were not met, whether for student achievement or job compensations, a lower job satisfaction resulted. The study indicated that teachers need clear role responsibilities delineated and want to receive recognition, have responsibilities within the educational community, and obtain a feeling of achievement.;The study revealed that special education and regular education teachers did not differ significantly in their job satisfaction but exhibited differing attitudes toward their students. The findings suggest useful concepts for supervision and administration of programs and teacher training.