The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.

Graduation date: 1994

A comparative analysis of the perceptions of special education teachers in the San Antonio Independent School District (SAISD) regarding the importance, comfort, and frequency levels of educative activities to further develop their teaching skills was conducted by the researcher in order to apply findings to the development of future professional learning opportunities for this group of educators and to the role of human resource development (HRD) with regard to adult learning and organizational processes. Responses were elicited from a selection of educative activities listed on a questionnaire instrument that was distributed to a non-proportional, stratified random sampling from the district?s total population of special education teachers in the fall of 2006. Multivariate analyses of variance resulted in no significant differences in the importance, comfort, and frequency levels of educative activities as rated by special education teachers regardless of teaching level or years of teaching experience. The primary conclusions drawn from this study were: (a) mean responses were homogenous at the group level regardless of the educative activity; (b) there were no significant perceptual differences found with regard to the rating of educative activities by importance, comfort, and frequency; and (c) there was a need for more research in this area to further investigate or substantiate findings due to the exploratory nature of the study?s design. Recommendations include: 1. Large scale research comprised of similar teacher samplings and research design to add to existing studies regarding the perception and selection of educative activities by special education teachers to further develop teaching skills. 2. Large scale research comprised of similar teacher samplings and research design to explore special education teacher perceptions regarding adult learning and the role of human resource development and other district department professionals in order to add to existing research when designing professional learning opportunities for this teacher group. 3. Review of the questionnaire instrument since no significant differences were found. Items listed should include activities that are distinctly different from each other. In addition, educative activities may need to be added or subtracted depending on new findings from research.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 110-121).

There have been numerous studies internationally and in South Africa that have explored the identities of teachers in ordinary schools. However, research on the identities of special education teachers is very limited. Through narrative inquiry, this study explored the personal and professional identities of special education teachers at a school in KwaZulu-Natal. The key research question was: How do these special education teachers negotiate their personal and professional identities? Six teachers on the staff of a special school for learners with mild to moderate intellectual disability were participants in the study. The narrative interview was used as the means of data generation. The findings revealed that there is a strong intersection between the personal and professional identities of the six special education teachers. Further, their cultural backgrounds and emotionality play a pivotal role in the lives of these special education teachers, and shape how they negotiate their identities and the subject positions they take in the special school context. The study suggests that the self-identity of a teacher needs to be seen in terms of the personal and professional, as there is a personal dimension to much of a teacher’s work. The teachers’ personal beliefs and values nurtured within their cultural backgrounds influence their teaching experiences, teaching philosophy, teaching practice and teacher identity. There is little doubt that the identities of the six teachers are embedded in their personal biographies. The study shows that that professional identity is multifaceted and multi-layered. Further, the teacher narratives in this study revealed that emotions are a critical facet of professional identity formation. Narrative inquiry proved to be a valuable method through which the teachers made sense of themselves and their practices. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "May, 2007." Includes bibliographical references (leaves 119-126). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 97-103). Also available via the Internet.

Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 167. Thesis director: Margo A. Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 159-166). Also issued in print.