Research On Job Satisfaction Of Special Education Teachers

Special education quality is one of the important sign of weighing a national politics and society, education, culture, economy, science and technology, health care, welfare level。 It’s the window of national civilization degree.Special education school teachers is the key to the quality of special education. One of the effective means to evaluate the work of special education teachers is the teachers’ job satisfaction. Based on the special education (retarded) school teachers’ perspective, this research is to investigate the status of special education school teachers’ job satisfaction, understand and explore the factors affecting Kunming special education (retarded) teachers’ satisfaction. Finally, according to the research results, this research put forward constructive suggestions to provide references for the development of special (retarded) school teacher education and improve the quality of education in special education schools.This study selected all teachers of a special (retarded) school in Kunming Yunnan as subjects. This research uses the literature analysis, questionnaire and interview research method, the adaptation of the "special education teachers’ job satisfaction questionnaire", descriptive statistics, T test, analysis of variance and correlation analysis method, and studies the status and influence factors of special education (retarded) school teachers’ job satisfaction. The main conclusions are as follows:1. Without administrative positions, educated, low title and more classes a week, young teachers’ job satisfaction is low.2. Overall job satisfaction of special education teachers needs to improve. As shown in the specific dimensions:low work treatment, poor working conditions, the intensity of work, working environment remains to be further improved.3. Special Education (retarded) school teacher job satisfaction for specific performance:Male teachers to understand the meaning of work is lower than that of female teachers in special education teachers; with older age, the longer period of service and working in this unit, achievement for teachers work and overall job satisfaction is higher; the married teachers felt good at their job approval than unmarried teachers; undergraduate teachers’ social status satisfaction and working conditions satisfaction is lower than that of College teachers; A senior teacher of social satisfaction and work treatment satisfaction was significantly higher than that of grade one title teachers; as the administrative duties of teachers think that their contributions to society and the intensity of work satisfaction was significantly higher than non administrative posts in the special education teachers and work more likely to feel happy; The number of hours per week more, special education teachers’ social status satisfaction and occupation of pride is lower; teacher to student’s cognitive attitude is worse.According to the problems, this study further discusses how to improve special education teachers’ job satisfaction from the perspective of country, education department, schools and teachers.