3. Preventing teacher burnout and promoting job satisfaction and retention: work values in teachers of learners with dyslexia in relation to organisational initiatives.

Geetha Shantha Ram1*,Ashraf Samsudin1

  1. Dyslexia Association of Singapore

 

Abstract

Research suggests that Special Educational Needs (SEN) teachers are more significantly impacted by teacher burnout than other teachers, which inherently affects teacher retention and the quality of the service eventually rendered in SEN schools and organisations. This article presents the findings of an exploratory study that sought to understand the alignment between the work values of the teachers of a special educational needs organisation supporting learners with dyslexia, the organisational policies and incentives implemented and their impact on job satisfaction and teacher burnout. The basis of the study is the notion that the particular combination of work values and the work environment guided by organisational values, impacts the wellbeing and continued employment of SEN teachers and an alignment between teachers’ work values and organisational Values encourages positive mental health through job satisfaction and therefore, a reduction in teacher burnout. To examine this, 111 Educational Therapists’ work values are surveyed through the use of the ONET Work Importance Profiler and the findings are discussed in relation to the organisational incentives and policies to investigate the consonance of these sets of Values. The interpretation of the results is then presented together with recommendations to organisations aiming to improve retention, job satisfaction and prevent teacher burnout through an improved alignment of Values

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Keywords:          Values, Work Values, Teacher burnout, Theory of Work Adjustment, Job satisfaction, SEN teachers, SEN organisations

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3. Preventing teacher burnout and promoting job satisfaction and retention: work values in teachers of learners with dyslexia in relation to organisational initiatives.
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