Examining the Relationship of Job Satisfaction to Emotional Support and Loneliness among U.S. Special Education Teachers

Over 95% of public schools in the United States have reported a shortage of qualified special education teachers. A lack of job satisfaction was a reason that special education teachers left their position. However, the relationship between job satisfaction and emotional support, and between job satisfaction and loneliness, has not been fully understood. The purpose of this quantitative correlational study was to examine the relationship between job satisfaction and emotional support, and between job satisfaction and loneliness, among special education teachers. The theoretical framework for the study included Herzberg's theory of motivation and Maslow's theory of a hierarchy of needs. Sixty-three participants were recruited online from several Facebook groups. Data were collected using the Job Satisfaction Scale, the PROMIS Emotional Support Short Form 4a, and the Loneliness Fixed Form. There was a significant positive relationship between emotional support and job satisfaction among special education teachers, r(61) = 0.74, p < 0.001. There was a significant inverse relationship between loneliness and job satisfaction among special education teachers, r(61) = -0.74, p < 0.001. These results indicate that creating an atmosphere that supports special education teachers emotionally and reduces their loneliness may improve job satisfaction and retention. Practice recommendations include improving communication and cooperation among the management team, providing continual support for teachers, and fostering a spirit of camaraderie among colleagues. There is a need for subsequent studies to understand the origin of emotional stress among special education teachers and evaluate the benefits of interventions to enhance emotional support and reduce loneliness. This study contributes insights for educational policymakers and administrators seeking to address the special education teacher shortage and improve the educational outcomes of students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]