STRUCTURES OF JOB AND VOCATIONAL SATISFACTION OF SPECIAL-EDUCATION TEACHERS

After a short discussion of the lack of empirical research regarding job and vocational satisfaction of special education teachers, the results of the administration of a standardized questionnaire to 129 teachers of learning disabled, language disabled and mentally retarded children are described. The degrees of <<general vocational satisfaction>>, some specific aspects of satisfaction as well as tendencies of resignation and <<changing-the-job>> are presented. Furthermore, the structures of job satisfaction, using multidimensional scaling techniques, are analyzed. Attention is focused on the comparison between the kinds of schools and their structural differences.