Factors associated with retention of SPED teachers at a school for the deaf

• Main Author: Chang, Ling-Chih (Winni)
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Memory; Special education teachers; Deaf > Education; Teachers of the deaf
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3258
• Institution: De La Salle University

The study explored the factors affecting SPED teachers retention at a school for the deaf. Specifically, it aimed to seek answers to the following questions: 1. What are the demographic profile and personality traits of the SPED teachers? 2. How satisfied are the teachers with respect to: 2.1. Job satisfaction 2.2. Environmental factors 2.2.1. Classroom environment 2.2.2. School environment 2.2.3. Division/regional environment 3. Is there a significant relationship between personality trairs, job satisfaction and various environmental factors with retention of teachers? 4. What are the best predictors of retention? The study utilized the descriptive-correlational research method involving 35 special education teachers at the Philippine School for the Deaf. Two sets of questionnaires were used. One was a standardized instrument known as the Sixteen Personality Factor Questionnaire (16PF) authored by Dr. Raymond Cattel used to determine the personality traits of the teachers. The other one was a researcher-made vi instrument used to determine the factors affecting job satisfaction and the kind of environment teachers have in relation to teachers retention at the Philippine School for the Deaf. The data gathered were analyzed through frequencies, percentages, means, standard deviations, Pearson r Coefficient of Correlation and stepwise regression. As gleaned from the data, female teachers dominate the teacher populace. Most of the respondents are married with their ages falling between 26-65. Majority of the respondents belong to the younger group of 26-40 years old. As regards educational attainment, all of the teachers are SPED- oriented with MA in Special Education as the highest. Most of the respondents have been engaged in teaching children with special needs for 6-10 years. They manifest positive personality traits instrumental to handling educational programs and services for children with hearing impairment. The results of the study revealed that age and gender are the demographic variables associated with teachers retention in special education. Tough-mindedness is the personality trait associated with teacher retention while collaborative and interpersonal relationship is the variable on job satisfaction identified as a predictor of teacher retention. The findings of the study generated implications that lead to useful recommendations, which could benefit teachers, supervisors, and school administrators in particular for the successful management of special education programs and services.