Job satisfaction amongst teachers at special needs schools

Abstract

The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also schools that cater for the needs of learners with emotional, social, neurological or physical problems. The research group consisted of 101 teachers working at six different special schools situated in various parts of the Bloemfontein area, two in the Mangaung area, and four were situated in suburban areas. The group consisted of English- and Afrikaans-speaking teachers of both genders and from different race groups. The data for this study were compiled by means of a short biographical questionnaire and the Minnesota Satisfaction Questionnaire. The results indicated that the teachers experienced an average level of job satisfaction. In addition to this finding, differences were also found in the levels of job satisfaction between different races, but not between genders.

Keywords: job satisfaction; Minnesota Satisfaction Questionnaire; South African education; special schools