The Perceived Prestige of Normal and Special Education Teachers

Abstract

A study of perceived prestige attributed to teaching in normal and special schools was conducted in England. A sample of 183 serving teachers in schools of all types completed a paired comparisons questionnaire. The results revealed that teachers in special schools are held in higher esteem than those in normal schools, with the exception that teaching in hospital schools is of comparatively low esteem. Prestige is seen to be related to the teaching experience of the subjects, although some conflicts are revealed between the perceptions of certain related teacher groups.