Relationship between job satisfaction and subjective well-being among special needs school teachers for students with intellectual disabilities

• Published in: The Japanese Journal of Special Education Vol. advpub; p. 23B025
• Main Authors: KOJIMA, Michio, OGAWA, Shuhei, KAWAMURA, Risato
• Format: Journal Article
• Language: Japanese
• Published: The Japanese Association of Special Education 2024; 一般社団法人 日本特殊教育学会
• Subjects: job satisfaction; special education teacher for students with intellectual disabilities; subjective well-being; 主観的幸福感; 知的障害特別支援学校教員; 職務満足感
• ISSN: 0387-3374; 2186-5132
• DOI: 10.6033/tokkyou.23B025

This study elucidates the actual situation and relationship between job satisfaction and subjective well-being among special education teachers for students with intellectual disabilities. The study performed exploratory factor analysis of the proposed scale, which was administered to 364 special education teachers for students with intellectual disabilities, and yielded five factors, namely, satisfaction in terms of the meaning of the job, relationship with colleagues, teaching, relationship with parents, and the work environment. Furthermore, multiple regression analysis revealed that subjective well-being was positively related to satisfaction in terms of the meaning of the job, teaching, and the work environment, which are subfactors of job satisfaction. The results suggest that increasing satisfaction in terms of the meaning of the job, teaching, and the work environment can effectively improve subjective well-being of this group of teachers.