Abstract
Purpose: This study aimed to describe the subjective well-being of experienced special education teachers in one mid-Atlantic state in the United States. The significance of this study was amplified by the onset of COVID-19. These circumstances were reflected within the data and provide implications for school administrators. Methods: Qualitative data collection methods, including semi-structured interviews, focus groups, and audio journals, were used to generate data from twelve experienced special education teachers. Research Design: A transcendental phenomenological methodology, framed within Martin Seligman’s well-being theory, structured this study. Findings: The themes that arose from the data indicated that experienced special education teachers sourced positive emotions, engagement, relationships, meaning, and accomplishment from role-related experiences. However, barriers to these elements of well-being and negative emotions were also described. Some of this data aligned with previous literature and some data was shaped by the unique experiences of early pandemic virtual instruction. Conclusions: Culminating from the data are practical implications for K-12 school leaders to provide intentional support for the retention and well-being of special educators. Of these implications, acknowledging the hefty paperwork demands within the role, prioritizing teacher planning time, and expressing appreciation could benefit the well-being of those who teach within the special education community.
Highlights
IntroductionTeaching is identifiably a stressful profession (Cancio et al, 2018; Cook et al, 2017; Elreda et period of societal disruption spurred by COVID19 (Wyse et al, 2020)
Teaching is identifiably a stressful profession (Cancio et al, 2018; Cook et al, 2017; Elreda et period of societal disruption spurred by COVID19 (Wyse et al, 2020).Before COVID-19, teacher stress contributed to al., 2018; Garwood et al, 2018; Jennings et al, burnout and attrition-fueled shortages (Carver-2017; Macintyre et al, 2019; Mankin et al, 2018; Roberts et al, 2019; Skaalvik & Skaalvik, 2018; Taylor, Roberts, Zarrett, 2021; Wong et al, 2017)
Stress among teachers presents as an unpleasant emotion that results from various occupational demands (Skaalvik & Skaalvik, Thomas & Darling-Hammond, 2018; Taylor, Roberts, & Zarrett, 2021)
Summary
Teaching is identifiably a stressful profession (Cancio et al, 2018; Cook et al, 2017; Elreda et period of societal disruption spurred by COVID19 (Wyse et al, 2020). Positive emotions, such as joy, happiness, and element of meaning was linked to an improved calmness, are the good feelings that motivate state of physical health, reduced mortality risk, human behavior (Kun et al, 2017; McQuaid & and enhanced life satisfaction (Butler & Kern, Kern, 2017; Neumeier et al, 2017). To discover the associations which reflect in present-day society, the previously confirmed attrition factors require consideration (Bettini et al, 2017; Billingsley & Bettini, 2017; The attrition of special education teachers (SETs) among teachers is a documented challenge for public education in most of the United States (Bettini et al, 2017; Cancio et al., Cook et al, 2017; Global Council for Happiness and Well-being, 2019; Hagaman & Casey, 2018; MacIntyre et al, 2019; Um et al, 2018; Wong et al, 2017). This already costly issue of SET attrition is being amplified by the additional SET vacancies for school divisions stemming from the pandemic
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