Career Research Essay

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Feb 20, 2024

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Name: Shanelle Karpenko Date: 8/19/2023 Class: UNV-303 Instructor: Russell Tiedt Assignment: Career Research Essay Special education teachers are essential because they help students with a variety of disabilities succeed in school. They use specialized techniques and methods to teach students with learning challenges. Without special education teachers, these students may fall behind and struggle to catch up with their peers. These teachers serve as advocates for their students’ needs and ensure they receive the support and resources needed to thrive. Special education teachers have a long list of challenges and requirements that come with potential burnout if not receiving the support needed to excel in their career despite the somewhat generous salary. Special education teachers in an elementary school setting have a long list of qualifications with an annual salary that is livable in most areas of California. This list includes administering standardized testing, attending professional meetings, confer with parents and administrators. Abilities also include classroom duties such as preparing lesson plans, objectives, outlines, and other materials for courses of study. Along with technology skills, detailed work activities, job zones, training, and credentials needed to teach special education. On top of the basic job descriptions are job openings based on location, related occupations, and sources for additional resources. The average wage in the state of California is $84,000 a year with the high

being $129,760 or more. The low salary range was $51,180 or less annually. ( 25-2056.00 - Special Education Teachers, Elementary School (onetonline.org) ) The list of qualifications to be a special education teacher is long and burn out is a major concern for many entering this field. The psychological rewards of being a Special Education Teacher are high which may be the reason burnout is less likely compared to general education teachers. Teachers are vital to the growth and success of students. A study was done of what makes teachers burn out and if teacher’s psychological capitals play a role in teachers leaving the profession. These include hope, self-efficacy, resilience, optimism. Israeli schools are now inclusive meaning special education teachers are teaching special education students with no proper training. Instead, teachers should identify the student’s disability and allow them to learn according to their ability level. Special education teachers report more job satisfaction and less burnout due to their psychological capital being met. They are also deemed to have specific knowledge concerning school obstacles and are occasionally even expected to change the entire school settings. A study was done with 158 participants who were studying to become a special education teacher in Sweden. The study found that those who participated consistently reported a desire to learn. They described a lack of knowledge and a lack of adequate strategies, even though several of them had been employed as teachers for 15–20 years. 9( Lindqvist, H., Thornberg, R., & Lindqvist, G. (2021). Experiences of a dual system: Motivation for teachers to study special education. European Journal of Special Needs Education , 36 (5), 743–757. https://doi-org.lopes.idm.oclc.org/10.1080/08856257.2020.1792714 ) Instead, teachers should identify the student’s disability and allow them to learn according to their ability level. Special

education teachers report more job satisfaction and less burnout due to their psychological capital being met. Burnout is a psychological syndrome that is caused by working in stressful situations. Research found that burnout and job satisfaction are the most important factors in predicting if teachers will quit or not. (Hazan-Liran, B., & Karni-Vizer, N. (2023). Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education. European Journal of Special Needs Education . https://doi-org.lopes.idm.oclc.org/10.1080/08856257.2023.2215009 ) While burnout is a major concern for all teachers it can be avoided with necessary support from administration. Special education teachers, as well as general education teachers, happiness directly correlates with the amount of support received from administration. School administrators are essential in designing the learning-teaching environment for both educators and learners. House linked four factors of administrative support: emotional, informational, instrumental and appraisal support. Administrators can provide emotional support when showing gratitude, maintaining open interaction or being responsive to teachers’ work. With influential support, administrators support teachers in executing their duties by providing time and necessary materials, space and resources. They can help teachers with discipline complications and conflicts with parents. Lack of administrative support is a major cause in teacher burnout and stress. The negative impact of teacher burnout also influences their students. (Aldosiry, N. (2022). The Influence of Support from Administrators and Other Work Conditions on Special Education Teachers. International Journal of Disability, Development & Education , 69 (6), 1873–1887. https://doi- org.lopes.idm.oclc.org/10.1080/1034912X.2020.1837353 ) . Administration has a huge impact on

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the success of special education teachers and once a teacher finds that support the chances of burnout dwindle significantly. Special education teachers are vital to the overall success of students both while on campus in a learning environment and in their daily lives outside of the classroom. When given the support needed by administration educators have found their psychological needs being met as well. With administration being a huge factor in the success of teachers it is important to remember that if support is not given moving to a new school may be the answer before burnout takes effect. Overall, special education teachers are essential to ensuring that all students have access to a quality education, regardless of their disability.

Annotated Bibliography 25-2056.00 - Special Education Teachers, Elementary School (onetonline.org) List of qualifications needed as a Special Education Teacher in an elementary school setting. This includes administering standardized testing, attending professional meetings, confer with parents and administrators. This list also included classroom duties such as preparing lesson plans, objectives, outlines, and other materials for courses of study. Along with technology skills, detailed work activities, job zones, training, and credentials needed to teach special education. On top of the basic job descriptions are job openings based on location, related occupations, and sources for additional resources. The average wage in the state of California is $84,000 a year with the high being $129,760 or more. The low salary range was $51,180 or less annually. Aldosiry, N. (2022). The Influence of Support from Administrators and Other Work Conditions on Special Education Teachers. International Journal of Disability, Development & Education , 69 (6), 1873–1887. https://doi-org.lopes.idm.oclc.org/10.1080/1034912X.2020.1837353 School administrators are essential in designing the learning-teaching environment for both educators and learners. House linked four factors of administrative support: emotional, informational, instrumental and appraisal support. Administrators can provide emotional support when showing gratitude, maintaining open interaction or being responsive to

teachers’ work. With influential support, administrators support teachers in executing their duties by providing time and necessary materials, space and resources. They can help teachers with discipline complications and conflicts with parents. Lack of administrative support is a major cause in teacher burnout and stress. The negative impact of teacher burnout also influences their students. Students learn less, struggle more, and ultimately it is a waste of all involved time. Hazan-Liran, B., & Karni-Vizer, N. (2023). Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education. European Journal of Special Needs Education . https://doi-org.lopes.idm.oclc.org/10.1080/08856257.2023.2215009 Teachers are vital to the growth and success of students. A study was done of what makes teachers burn out and if teacher’s psychological capitals play a role in teachers leaving the profession. These include hope, self-efficacy, resilience, optimism. Israeli schools are now inclusive meaning special education teachers are teaching special education students with no proper training. Instead, teachers should identify the student’s disability and allow them to learn according to their ability level. Special education teachers report more job satisfaction and less burnout due to their psychological capital being met. Burnout is a psychological syndrome that is caused by working in stressful situations. Research found that burnout and job satisfaction are the most important factors in predicting if teachers will quit or not. Lindqvist, H., Thornberg, R., & Lindqvist, G. (2021). Experiences of a dual system: Motivation for teachers to study special education. European Journal of Special Needs

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Education , 36 (5), 743–757. https://doi-org.lopes.idm.oclc.org/10.1080/08856257.2020.1792714 Special educators are deemed necessary in schools, both in the general education and in the detached special needs organization. Special educators are often expected to have a substantial impact on work with learners in special needs. They are also deemed to have specific knowledge concerning school obstacles and are occasionally even expected to change the entire school settings. A study was done with 158 participants who were studying to become a special education teacher in Sweden. The study found that those who participated consistently reported a desire to learn. They described a lack of knowledge and a lack of adequate strategies, even though several of them had been employed as teachers for 15–20 years. Reinke, W. M., Stormont, M., Herman, K. C., & Dong, N. (2021). The Incredible Years Teacher Classroom Management program: Effects for students receiving special education services. Remedial and Special Education , 42 (1), 7–17. https://doi- org.lopes.idm.oclc.org/10.1177/0741932520937442 Many children with disabilities receive most of their lessons in the general education classroom where many general courses are applied. It is significant to explore the effect of evidence-based universal interventions on children with special needs. The objective of this study was to verify whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten through third grade receiving special education services. Using records from a large randomized controlled trial conducted across 105 Kindergarten to

third-grade classrooms and 1,817 children, it was researched the impact of IY TCM on children receiving special education services. Findings showed that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had noteworthy improvement in attention problems, disruptive behavior, and social ability in contrast with children receiving special education in a controlled special education classroom.

Career Research Essay

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