Teachers’ Commitment from Special-need Schools – A Predictor of their Humanity and Loyalty

Abstract

This paper analyses the reasons of teachers’ commitment in special schools from Prahova County where an increasing number of children with severe and multiple disabilities, institutional tasks and responsibilities. We have used as methods documents’ analysis (legislative documents, curricula documents, job description etc.) and group-interview with teachers. An important finding of our research is that the teachers’ commitment is positively correlated with the wellbeing and achievement of children with disabilities. Other reasons for teachers’ commitment are the positive emotional attachment to children with disabilities and their families and the responsibility to maintain professional knowledge. These results indicate that teachers’ commitment from special schools is a predictor or an echo of their humanity and loyalty.