Factors affecting workload balance and workplace resiliency among teachers in the implementation of special needs education programs
Christian C. Ilagan
Abstract
Balancing workloads and fostering workplace resilience among special needs education teachers hinge on several fundamental factors. This research investigates into the critical elements such as effective administrative support, clear workload guidelines, timely feedback, sufficient resources, and fair workload distribution. The confidence in accommodating student needs, feeling well-supported, and comprehensive teacher training further amplify these dynamics. Workplace resilience thrives on adaptable curricula, collaborative stakeholder planning, and personal well-being practices. To uncover these insights, a quantitative study was conducted, distributing thirty (30) questionnaires among public and high school special needs education teachers in Tayabas City, Lucena City, and Sariaya, Quezon in the Philippines. The collected data was thoroughly analyzed using factor analysis and secondary statistical tools which are weighted mean, analysis of variance, and percentages. Factor Analysis was utilized as the main statistical tool, with assumptions verified through Bartlett’s Test of Sphericity, the KMO measure of sampling adequacy, and Eigenvalues, illuminating the key factors influencing workload balance and workplace resilience. This study not only identifies the significant determinants impacting special education teachers but also offers actionable recommendations to enhance their effectiveness and sustainability in their fundamental roles. By addressing these findings, the research paves the way for a more supportive and resilient work environment for special needs education teachers and provides valuable insights for educational institutions, school administrators, and policymakers.
Keywords
special needs education, special needs education teachers, special needs education curriculum, workload balance, workplace resiliency
Author information & Contribution
Christian C. Ilagan. Bachelor of Science in Psychology, Colegio de Santo Cristo de Burgos, Valderas St. cor Magdami St. Sariaya. Email: quezonchristian.ilagan.cdscdb@gmail.com
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Declaration
Notes
This paper is presented in the 1st CDSCBD Research Congress
Acknowledgement
References
Agrawal, S. (2022, July 29). 5 Major challenges of special education teachers. Asian College Of Teachers Ltd (UK) https://www.senteacherstraining.com/blog/1210-5-Major-Challenges-of-Special-Education-Teachers-blog.php
Bettini, E., Cumming, M., O’Brien, K., Brunsting, N., Ragunathan, M., Sutton, R., & Chopra, A. (2019). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86, 209-228. https://doi.org/10.1177/0014402919873
Bricker, D., Felimban, H., Lin, F., Stegenga, S., & Storie, S. (2020). A proposed framework for enhancing collaboration in early intervention/early childhood special education. Topics in Early Childhood Special Education, 41, 240 -252. https://doi.org/10.1177/0271121419890
Brittle, B. (2020). Coping strategies and burnout in staff working with students with special educational needs and disabilities. Teaching and Teacher Education, 87, 102937. https://doi.org/10.1016/j.tate.2019.102937
Candeias, A.A., Galindo, E., Calisto, I., Borralho, L., & Reschke, K. (2020). Stress and burnout in teaching. Study in an inclusive school workplace. Health Psychol Rep. 9(1), 63-75. https://doi.org/10.5114/hpr.2020.100786
Cavioni, V., Toto, G., & Ornaghi, V. (2023). Portraits of pre-service special education teachers: Perspectives on well-being and its association with self-efficacy and work engagement. International Journal of Emotional Education, 15(2), 21-36. https://doi.org/10.56300/vhrv8364
Coates, J.K., Harris, j. & Waring, M. (2020). The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities. British Education Research Journal, 46(5), 909-928. https://doi.org/10.1002/berj.3605
Chen, Y. (2024). Effects of the proportion of students with special educational needs on middle school teachers’ well-being. Front. Educ. 9, 1307709. https://doi.org/10.3389/feduc.2024.1307709
Deng, Y., & Chen, L. (2022). School-based curriculum development boosts the professional growth of special education teachers. Advances in Educational Technology and Psychology, 6, 45-52. http://dx.doi.org/10.23977/aetp.2022.060907
Garcia, H., & Vargas, D. (2021). Management level of special education teachers (SPET) on handling learners with special needs (LSEN). SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3800742
Garcia-Melgar, A., Hyett, N., Bagley, K., McKinstry, C., Spong, J., & Iacono, T. (2022). Collaborative team approaches to supporting inclusion of children with disability in mainstream schools: A co-design study. Research in Developmental Disabilities, 126, 104233. https://doi.org/10.1016/j.ridd.2022.104233
Hunt, X., Saran, A., White, H., & Kuper, H. (2021). PROTOCOL: Effectiveness of interventions for improving educational outcomes for people with disabilities in low- and middle-income countries: A systematic review. Campbell Syst Rev. 17(4), e1197. https://doi.org/10.1002/cl2.1197
Jaya, I., Maulidina, C., Kasirah, I., Taboer, M., Bahrudin, B., & Yusro, M. (2023). Collaboration in education services for children with special needs inclusive school. Journal of ICSAR, 7(2), 288-294. http://dx.doi.org/10.17977/um005v7i22023p288
Kumar, K. S. (2023). Teacher training and professional development in special education: Assessing the impact of professional development programs on teacher effectiveness and student outcomes. Global International Research Thoughts, 11(1), 47–52. https://doi.org/10.36676/girt.2023-v11i1-010
Park, E., & Shin, M. (2020). A meta-analysis of special education teachers’ burnout. SAGE Open, 10. https://doi.org/10.1177/2158244020918
Park, Y.K. (2024). A study on developmental strategies for improving the quality of secondary special education for students with disabilities. Journal of Curriculum and Teaching, 13(1), https://doi.org/10.5430/jct.v13n1p333
Rasyid, A., & Afriansyah, H. (2020). Administrasi Layanan Khusus. https://doi.org/10.31219/osf.io/a2m3r.
Saldivar-Henke, M. J. (2023). Valuing self-love: lived experiences in work-life balance of special education teachers. Technium Social Sciences Journal, 44(1), 352–359. https://doi.org/10.47577/tssj.v44i1.8979
Sklavaki, D. (2022) Study of the effectiveness of special education teachers on the promotion and implementation of integration practices. Open Access Library Journal, 9, 1-24. https://doi.org/10.4236/oalib.1109029
Soini, T., Pietarinen, J., Pyhalto, K., Haverinen, K., Jindal-Snape, D., & Kontu, E. (2019). Special education teachers’ experienced burnout and perceived fit with the professional community: A 5-year follow-up study. British Educational Research Journal, 45(3), 622-639. https://doi.org/10.1002/berj.3516
Strassfeld, N. (2018). Preparing pre-service special education teachers to facilitate parent involvement, knowledge, and advocacy: Considerations for curriculum. Teacher Education and Special Education, 42, 283-296. https://doi.org/10.1177/0888406418806
The importance of teacher training programs (2019). https://learningmatters.ai/blog/the-importance-of-teacher-training-programs
Trentepohl, S., Waldeyer, J., Fleischer, J., Roelle, J., Leutner, D., & Wirth, J. (2022). How did it get so late so soon? The effects of time management knowledge and practice on students’ time management skills and academic performance. Sustainability, 14(9), 5097. https://doi.org/10.3390/su14095097
Williams, M. & Gersch, I. (2004). Teaching in mainstream and special schools: are the stresses similar or different? British Journal of Special Education, 31(3), 157-162. https://doi.org/10.1111/j.0952-3383.2004.00347.x
Willis, C. (2019). Examining the relationship of administrative support on early career special education teachers’ retention decisions. Theses and Dissertations. Virginia Commonwealth University. https://doi.org/10.25772/KSXX-BY43
Cite this article:
Ilagan, C.C. (2024). Factors affecting workload balance and workplace resiliency among teachers in the implementation of special needs education programs. The Research Probe, 4(2), 40-57. https://doi.org/10.53378/trp.1224.138
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Most read articles in this journal
- Senior High School Strand Alignment and Its Implication to The Tertiary Programs: A Basis for Bridging Program
- Difficulties in the writing skills of Grade 11 HUMSS students
- Identifying gender stereotypes of high school LGBTQ students
- Lived experiences of senior high school focal persons in the implementation of work immersion program
- Humor as a Teaching and Learning Strategy in a Language Classroom
- Digital Marketing Strategies Used by Competing Coffee Shops in Candelaria, Quezon: Perspective of Employees
- Meme-ingful visual: Exploring the pragmatic implications of memes in political polarization through semiotic analysis
- Awareness and attitudes toward artificial intelligence–based learning among higher education students
- Coping with stigma: Factors and experiences influencing millennial individuals’ decision to remain child-free
- Shaping futures: A qualitative exploration of the factors influencing career aspiration among out-of-school youth