Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis
JAASEP 21(2) (2026) 1-14
Abstract
Job demands and poor working conditions of special education teachers are one of the main reasons for teacher attrition, one of the most pressing issues in special education today. This study explored the job characteristics and working conditions specific to special education teachers of students with extensive support needs. Sixty-six special education teachers completed a survey of 74 job tasks, indicating the importance of each task, their confidence level, and available time and materials. The results confirmed the importance of 73 out of the 74 tasks. The analysis of the working conditions yielded six patterns, the largest pattern consisting of 35 tasks that were perceived as important but for which the teachers lacked the confidence, time, and materials for implementation. The findings are discussed in the context of demoralization of special education teachers, as well as in terms of school district policies and training of teachers in special education.
Keywords:
Special educators, Working conditions, Students with extensive support needs
DOI: https://doi.org/10.64546/jaasep.614
