Semester

Spring

Date of Graduation

1999

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Learning Sciences and Human Development

Committee Chair

Paul A. Leary.

Abstract

This study examined the relationship between the perceived administrative support levels of special education directors and principals and the perceived intrinsic, extrinsic and overall job satisfaction levels of West Virginia special education teachers. The Supervisory Behavior Description Questionnaire (Form One) was used to measure the perceived administrative support levels. The Mohrman Cooke Mohrman Job Satisfaction Scale was used to measure the perceived intrinsic, extrinsic and overall job satisfaction levels. Ancillary information was also obtained from the respondents concerning gender, Regional Education Service Agency (RESA) area of employment, grade level of employment, special education teaching assignment areas, years of experience teaching special education and general education, college granting special education degree, highest educational degree held, full time principal or part time principal at school of employment, and intent to stay in the special education teaching field. Results. The respondents consisted of 157 special education teachers from West Virginia. Data indicated a significant relationship between the perceived administration support levels of the special education directors and the perceived intrinsic, extrinsic and overall job satisfaction levels of the respondents. Data also indicated a significant relationship between the perceived administrative support levels of the principals and the perceived extrinsic job satisfaction levels of the respondents. Analysis of the ancillary information data indicated a significant relationship between the perceived administrative support levels of the administrators and the perceived job satisfaction levels of the respondents in the following areas: gender, RESAs, grade level, highest degree held, intent to stay in the field of special education, college granting special education degree, class setting area, and teaching experience in special or general education. Conclusions. The level of administrative support from West Virginia special education directors and principals affects the job satisfaction levels of West Virginia special education teachers. The job satisfaction levels of the special education teachers could be improved by providing teachers with more administrative support from the special education directors and principals for the intrinsic and extrinsic factors that are affecting the job satisfaction levels of the West Virginia special education teachers.

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