Abstract
This survey study aimed at investigating the level of QOL of special education teachers (n=137) working in schools that provide special education services at the Ministry of Education in the 2013/2014 academic years in Jordan. Data from this study was collected using a quality of life scale that was designed, validated, and implemented to measure and assess these teachers’ perceptions of their quality of life within three main domains: the social, the physical, and the psychological domains. Results from this study showed that the overall QOL level was high. While the social domain showed to be the lowest domain of their QOL, the physical and psychological domains were the highest. Results also indicated that there were no significant differences in teachers’ level of QOL due to gender. Yet, significant differences were found in teachers’ level of QOL in special education settings particularly between the hearing impairments teachers and the learning disabilities teachers in favor of the learning disabilities. Discussion and recommendations are presented in the study. DOI: 10.5901/mjss.2015.v6n2s1p40
Highlights
Quality of life (QOL) has been thought of as one of the most critical and fundamental matters and concerns in today’s institution (Narehan, Hairunnisa, Norfadzillah & Freziamella, 2014; Demirel, 2013)
To achieve the aims of study formerly indicated, means and the standard deviations were calculated to the level of quality of life of special education teachers as total scores, and to every dimension of the QOL scale
The current study aimed at identifying the level of QOL of the special education teachers in Jordan
Summary
Quality of life (QOL) has been thought of as one of the most critical and fundamental matters and concerns in today’s institution (Narehan, Hairunnisa, Norfadzillah & Freziamella, 2014; Demirel, 2013). The term QOL was not widely used as it was confused with the concept of standard of living which was primarily based on individuals’ socioeconomic status, living level, and social condition which were all used to develop scales of families' living conditions (Narehan, Hairunnisa, Norfadzillah, & Freziamella, 2014). Though QOL has been widely defined explicitly or implicitly, a clear adequate definition is still elusive (Courtney, 2003). In his study, Hagerty (2001) defined QOL as the quality of a person's entire life, not just separate elements
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