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Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.

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Wednesday, November 30 • 4:30pm - 6:30pm
So You Want to Be a School Leader? How Making Connections Through Leadership Positions Impacts Special Education TeachersŸ?? Job Satisfaction and Job Self-efficacy LIMITED

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Limited Capacity seats available

Previous research has indicated that individual social ties impact access to resources with organizational structures. Recently, education researchers have examined school and district organization structures and the relationship between teacher and leader social ties in these systems. Some research suggests that having strong social ties improves teacher retention, job satisfaction, and job self-efficacy. However, little research has examined the social ties of special education teachers, particularly special education teachers who teach students with moderate to severe disabilities. In addition, little is known about the relationship between individual factors and social ties with job satisfaction and job self-efficacy of teachers of students with moderate to severe disabilities. Utilizing social capital theory and our understanding of information advice networks, we studied the relationship between special education teacherŸ??s use of social tie opportunities (e.g., coaching a sport, sponsoring a club, school/district task force member) and their job self-efficacy and job satisfaction. We also identify how these opportunities differ between general education and special education teachers and within group differences amongst special education teachers in inclusive, resource, or self-contained classrooms. To do this, we utilize teacher data in the School and Staffing Study of 2011 (SASS), a nationally representative study of teachers and schools. We use confirmatory factor analysis (CFA) and propensity score matching (PSM) to first identify social ties (CFA) and then understand how the treatment of social ties impacts teacher job self-efficacy and job satisfaction, by classroom context. We report our findings within a nested framework recognizing that teacher and school characteristics likely impact opportunity for teacher social ties (e.g., school locale, school size). Implications for research, policy, and practice include structuring schools so that special education teachers can access opportunities to build social ties and leadership positions within the schools. We also share resources for identifying indicators to answer other research questions related to special education teachers using the SASS data.


Wednesday November 30, 2016 4:30pm - 6:30pm
Grand F 1820 Market Street, St. Louis, MO 63103

Attendees (1)