Η αφοσίωση των εκπαιδευτικών ειδικής αγωγής στο σχολείο που υπηρετούν: Η υποστηρικτική ηγετική συμπεριφορά του διευθυντή του σχολείου, η επαγγελματική ικανοποίηση και το συναίσθημα στο χώρο εργασίας ως προβλεπτικοί παράγοντες

Abstract

Teacher commitment, as a workplace factor, is of high importance due to its influence on teachers’ performance and students’ progress. More specifically, special education teachers are mostly valued for their commitment to serve children with special educational needs and disabilities. Taking into account of the organizational as well as educational significance of special education teachers’ school commitment, a set of organisational factors related to this type of commitment was researched. A  PanHellenic random sample of 375 special education teachers serving in Primary Education participated in the survey.  Statistical analysis showed that job satisfaction is the main predictor of special education teachers’ school commitment while school principal’s supportive behavior and the lack of workplace negative affect contribute as predictors of the aforementioned commitment.