Measuring Special Educators’ Working Conditions

A Systematic Review

Dados Bibliográficos

ID21561069
AutoresKristabel Stark (0000-0002-4975-3826, University of Maryland, College Park), Elizabeth Bettini (0000-0003-4435-9368, Boston University, MA, USA), Michelle Cumming (Florida International University, Miami, USA), Kristen Merrill O’Brien (0000-0002-8726-3481, George Mason University, Fairfax, VA, USA), Nelson C Brunsting (0000-0003-4853-1292, Wake Forest University, Winston Salem, NC, USA), Corinne Huggins-Manley (University of Florida, Gainesville, USA), Gino Binkert (George Mason University, Fairfax, VA, USA), Tashnuva Shaheen (0000-0001-5141-3305, Boston University, MA, USA)
Ano2023
Volume44
Fascículo2
Páginas137-153
Data de publicação2023-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoRemedial and Special Education (JOURNAL)
Identificadores do periódicoISSN: 0741-9325 • E-ISSN: 1538-4756
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/07419325221079015
IdiomaEN
Citações recebidas4
Referências citadas85

Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the U.S. SET workforce and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditions. We systematically reviewed measures of SETs’ working conditions across 44 studies, assessing evidence of validity. We find that evidence of validity for existing measures is limited but that extant measures provide a starting point for future measurement development. We urge researchers to develop valid measures in the future for use in both research and policy aimed at better supporting SETs