Emotional attributes relevancy to special educators' job satisfaction

The purpose of this study was to examine the relationship between the emotional attributes of joy, anger, and fear and special education teachers’ job satisfaction. Data, which included surveys, interview, and demographics was collected from a purposeful sample of special education teachers from a large urban school district in southeast Texas. The Teacher Emotion Inventory and Working in Special Education: The Experience of Special Educators surveys were utilized to determine the relationship between special education teachers’ emotions and job satisfaction. Open-ended individual interviews allowed for the exploration of various determinants that special education teachers’ perceive as significant contributors to the connection between emotions and job satisfaction. Quantitative data was analyzed using frequencies and percentages and Pearson’s Product-Moment Correlations (r) while qualitative data was examined using the inductive coding process. Quantitative data analyzed displayed special education teachers’ varied emotional attributes (joy, anger, and fear) and factors of job satisfaction (preparation, job design, administrative support, and colleague support) have a substantial role in the level of job satisfaction experienced by special educators. Qualitative analysis reinforced quantitative data gathered while bringing additional clarity to special education teachers’ concerns regarding emotional attributes experienced and the various factors of job satisfaction.