On the Relationship Between Swedish Special Educators’ Work Absenteeism, Job Satisfaction, and Self-Efficacy for Inclusive Education
Keywords:
Special educators, Job satisfaction, Work absence, Self-efficacy, Intellectual disabilityAbstract
ittle is known about the working conditions for Swedish special educators who teach students with an intellectual disability. Consequently, the overall aim of this research is to describe special educators’ job satisfaction, self-efficacy, and work absenteeism in Swedish special needs comprehensive schools (Grundsärskolan). We surveyed 148 special educators from Sweden (111 were eligible for the analysis). For measurement validation, we used principal axis factoring. For analysis, we estimated a linear regression (job satisfaction as the outcome) and negative binomial regression (work absenteeism as the outcome). The special educators in the study like their jobs, but some desire more resources. Our analysis suggests that higher levels of self-efficacy for inclusive education are associated with higher levels of expected job satisfaction, whereas a higher level of job satisfaction is associated with lower expected work absenteeism.
References
Reichenberg, M. & Lofgren, K. (2019). On the relationship between Swedish special educators’ work absenteeism, job satisfaction, and self-efficacy for inclusive education. International Journal of Research in Education and Science (IJRES), 5(2), 615-627.
Downloads
Published
Issue
Section
License
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
