Abstract
Federal special education legislation since the 1970’s has significantly opened access to public education for children with disabilities. Paraeducators, instructional aides who work closely with children with disabilities in school settings, make inclusion in general education classrooms possible for millions of these students. Although research suggests that paraeducators may encounter challenges such as increased stress, role conflict, and high paraeducator turnover, little is known about how paraeducators, in the school district being researched, deal with these issues. The purpose of this research is gain understanding of how these paraeducators perceive their training, role clarity, job support, and how these factors impact their job satisfaction. To measure the variables and their contribution to job satisfaction, 68 paraeducators from a Northern California school district were given paper and pencil surveys. Survey results indicated that many paraeducators felt that they had not received adequate training at the start of employment, but were given helpful training subsequently and felt confident in their job skills. The study also identified areas in which the paraeducators wanted more training. Statistical analysis of the survey data found significant correlations between paraeducators’ positive combined feelings of adequate training, role clarity, feelings of support and value with high levels of job satisfaction. Paraeducators may need more training as they enter the field, while interventions designed to help clarify roles and provide support could increase job satisfaction.