Critical Analysis of Job Satisfaction among Special Education Consultants, Trainers and Teachers: Evidence from Province of Sindh

Abstract

A study sought to evaluate the characteristics that influence work satisfaction among special education teachers, consultant and trainers. The survey included 323 full-time teachers and 207 professionals employed in special education institutions in Karachi, Sindh. Working in special schools, connections with colleagues, job stability, pupil-professional ratio, accomplishment, principal support, and working-class reputation were all factors that influenced job satisfaction. Special allowances, physical amenities, resource acquisition, pay, and prospects for advancement were all factors that contributed to work unhappiness. Competitive compensation, equal advancement chances, positive connections with coworkers, supportive supervisors, and participation in decision-making are all strategies for increasing workplace satisfaction. This investigation utilized a descriptive survey plan, a cost-effective method for collecting large amounts of data from a large population. The research data was analyzed using descriptive statistics like percentages, means, and frequency distribution tables to present the findings. The study reveals a correlation between workload, work environment, organizational support, and job satisfaction in professionals and teachers working with special needs students. Organizational support significantly predicts job satisfaction. However, research on Pakistan's impact is limited. Recommendations included improving working conditions, recognizing and promoting employees appropriately, and offering suitable teaching and learning materials from diverse stakeholders.

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