Abstract
The shift from traditional classrooms to the use of different learning modalities transformed the 21st century educational landscape during the new normal. Situating education at a different setting poses a challenge on the job satisfaction of teachers more so in special education where SPED teachers elaborate guidance and specialized skills are matched to the specific needs of learners with special needs. Hence, this study aimed to determine the job satisfaction level of SPED teachers in the new normal along nature of work, supervision, administration, relationship with co-workers, policy, and fringe benefits and the challenges encountered. With this, a mixed method design was employed, a questionnaire on job satisfaction was adapted, and a focus group discussion through a saturation method on the challenges encountered was conducted. The results revealed that the over-all level of job satisfaction of SPED teachers in the new normal is Very Highly Satisfied (4.63), specifically fringe benefits (4.73), relationship with co-workers (4.68), policy (4.66), administration (4.62), nature of work (4.56), and supervision (4.53). Challenges such as lack of trainings and parent-student collaboration were highlighted. In this regard, emphasis on the use of different new normal management strategies should be reemphasized and considered by the school heads in order to develop, improve, and maintain the maximum job satisfaction level of the SPED teachers in the new normal.
Author Information
Jasmine P. Sibayan, University of the Cordilleras, Philippines
Ramir S. Austria, University of the Cordilleras, Philippines
Paper Information
Conference: IICE2023
Stream: Teaching Experiences
This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Sibayan J., & Austria R. (2023) Job Satisfaction of Special Education Teachers of La Union, Philippines in the New Normal ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.9
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.9
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