Job Satisfaction Levels of Special Education Assessment Personnel: A Quantitative Cross-Sectional Survey Study

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Spring 2023

Abstract

The state of Texas is currently under a federal mandate of corrective action from the United States Department of Education (USED). Many students who were denied referral to special education services in the past are being referred in record numbers across the state. Given the historical shortage of special education assessment personnel, the purpose of this quantitative study was to describe the motivator and maintenance factors influencing the job satisfaction levels of currently employed special education assessment personnel, educational diagnosticians and licensed specialists in school psychology (LSSPs) in the state of Texas, viewed through the lens of Herzberg’s Dual-Factor Theory (Herzberg, 1968). A simple random stratified sample of currently employed educational diagnosticians and LSSPs in school districts in the state of Texas was administered an electronic version of the JDI and JIG with two additional open-ended questions on job satisfaction and the likelihood of employee retention was asked at survey completion. The quantitative data was analyzed using descriptive and inferential statistics, while the qualitative data was examined through axial coding and identification of emergent themes. This study will enhance the greater body of knowledge on job satisfaction levels of special education assessment personnel and how districts can work to support and sustain these critical and hard to fill positions and sustain these employees in the future.

Advisor

Julia Ballenger

Subject Categories

Education | Special Education and Teaching

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