Measuring Special Educators’ Working Conditions

A Systematic Review

Datos 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)
Año2023
Volumen44
Número2
Páginas137-153
Fecha de publicación2023-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaRemedial and Special Education (JOURNAL)
Identificadores de la revistaISSN: 0741-9325 • E-ISSN: 1538-4756
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/07419325221079015
IdiomaEN
Citas recibidas4
Referencias 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