Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis

Corrine Aramburo; Kathleen Mortier; Carmen Gomez Mandic

Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis

Corrine Aramburo (Author) Department of Special Education, University of New Mexico https://orcid.org/0000-0001-5778-8319
Dr. Kathleen Mortier (Author) Department of Special Education [Emerita], San Francisco State University
Carmen Gomez Mandic (Author) Department of Special Education [Emerita], San Francisco State University

Abstract

Job demands and poor working conditions of special education teachers are one of the main reasons for teacher attrition, one of the most pressing issues in special education today. This study explored the job characteristics and working conditions specific to special education teachers of students with extensive support needs. Sixty-six special education teachers completed a survey of 74 job tasks, indicating the importance of each task, their confidence level, and available time and materials. The results confirmed the importance of 73 out of the 74 tasks. The analysis of the working conditions yielded six patterns, the largest pattern consisting of 35 tasks that were perceived as important but for which the teachers lacked the confidence, time, and materials for implementation. The findings are discussed in the context of demoralization of special education teachers, as well as in terms of school district policies and training of teachers in special education.

Keywords

Special educators, Working conditions, Students with extensive support needs

Additional Metadata

Funding: {"en":"This study was funded by San Francisco State University via the Research, Scholarship and Creative Activities fund."}
Acknowledgements: {"en":"We would like to acknowledge all the ESN teachers who took part in this study for their time, effort, and energy. "}

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How to Cite

Aramburo, C., Mortier, K., & Gomez Mandic, C. (n.d.). Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis. Journal of the American Academy of Special Education Professionals, 21(2), 1-14. Retrieved June 10, 2026, from https://www.aasep.org/article/view/614

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