Exploring factors related to special needs educators’ work-related well-being in preschool settings

Abstract

ABSTRACT Special needs educators (SNEs) who work with children in need of special support (CINSS) have an important function in preschool, i.e. supporting CINSS and supporting the development of inclusive learning environments. Furthermore, they are professionals whose working conditions are demanding. That said, there is little research on their well-being. The present cross-sectional study aims to investigate associations between a work-related sense of coherence (Work-SoC), resources and demands, and contextual factors in relation to SNEs’ work with CINSS. Randomly selected SNEs (N = 42) from Swedish preschools completed a web survey. Spearman’s rho correlation analyses showed that Work-SoC (i.e. comprehensibility, manageability and meaningfulness at work) was positively related to job resources and negatively to demands yet unrelated to contextual factors. In contrast, contextual factors were related to job resources. Additionally, self-perceived control was statistically speaking significantly related to many variables (e.g. job demands, Work-SoC, collaboration with preschools, continuous evaluation of support measures, and access to co-workers from other professions). The study underscores the importance of supportive work environments; systematic quality practices within the organisation, and collaboration for SNEs in their work with CINSS and in the development of inclusive learning environments.