Differences in Job Satisfaction Between General Education and Special Education Teachers

By Lori R. Stempien, R. Loeb. 2002

229 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/8a546558c140a88d6dccdb8be38b22bec59f894e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Jolivette
2. Annie Berry
3. Sukkyung You
4. Sharon F. Conley

In Education

1. Sukkyung You
2. Sharon F. Conley
3. Gwendolyn Benson
4. K. Jolivette
5. Kimberly A. Viel-Ruma
6. Annie Berry
7. David E. Houchins

In Safety Research

1. Sukkyung You
2. Sharon F. Conley
3. Annie Berry

Citations in the corpus

• Key influences on special education teachers’ intentions to leave (2017, background): “Special education teachers usually report higher levels of job-related stress than general education teachers do (Fore et al., 2002; Stempien and Loeb, 2002).”
• Efficacy Beliefs of Special Educators: The Relationships Among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction (2010, background): “To curtail the rate at which teachers leave special education, those factors that appear to be related to retaining teachers must be identified (Stempien & Loeb, 2002).”
• The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas (2012, background): “Teacher characteristics, such as age, experience, and certification, all influence attrition, for research shows that younger, newly hired, inexperienced, or insufficiently certified teachers leave their positions at the highest rate (Miller et al., 1999; Singer, 1992; Stempien & Loeb, 2002).”