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Dissertation
A Quantitative, Cross-Sectional Study: Investigating Staff Morale of Early Intervention Teachers in Eastern and Southeastern Pennsylvania Intermediate Units
Doctor of Education (Ed.D.), Drexel University
May 2020
DOI:
https://doi.org/10.17918/vxmp-g374
Abstract
This quantitative, cross-sectional study investigated the current state of staff morale within early childhood special education (ECSE) environments in four Eastern and Southeastern Pennsylvania intermediate units. The problem addressed by this research is that staff in ECSE may be at risk for low morale, impacting work environments for teachers who support quality services for students. Given the lack of research into ECSE morale, this study aimed to address this knowledge gap within the literature by discovering how satisfied teachers in early intervention settings are within their work environments. Research has shown that many factors contribute to a state of morale and that morale can be measured through job satisfaction. Maintaining a positive working environment, in addition to job satisfaction, has a positive correlation with the quality of work produced and teacher morale. By administering the Early Childhood Special Education Job Attitude Survey (ECSEJAS), this study examined perceptions of staff morale and factors that affect morale among 56 ECSE teachers and 14 Early Intervention (EI) program administrators. Survey results were compared between teachers and administrators, regions, and locations. Findings indicate that there was not a statistically significant difference between the state of morale by location or region. However, there was a statistically significant difference between ECSE teachers and EI program administrators; with ECSE teachers having a lower morale score (EI program administrators: M=95.93, ECSE teachers: M=77.45). Primary factors affecting morale, that have the capacity to be controlled or altered at the organizational level, were found to be workload, compensation, the ability to be involved in decision-making, and professional development. This study advances research in EI by providing a much-needed baseline of staff morale within ECSE environments that can be used in future research. Based on the study results, recommendations for practice include capping workloads, increasing professional development, providing fair compensation, and increasing staff empowerment in decision-making. Recommendations for future research include exploring the potential cause for the statistically significant difference found between EI program administrator's and ECSE teacher's morale and expanding the investigation of primary factors affecting morale of early intervention staff across additional intermediate units in the state of Pennsylvania.
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Details
- Title
- A Quantitative, Cross-Sectional Study
- Creators
- Jennifer Lee Furness - DU
- Contributors
- Joyce A. Pittman (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 114 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 11405; 991014632723504721