Special needs assistants: Understanding role conflict and ambiguity, perceived stress and job satisfaction in school climates
Authors
Kirby, Shirley
Issue Date
2023-03
Degree
BA in Psychology
Publisher
Dublin Business School
Rights holder
Rights
Abstract
The purpose of this quantitative study was to examine Special Needs Assistants across school types, perceived stress, job satisfaction and role conflict, and role ambiguity. The convenience sample of Special Needs Assistants (n=396), females (N = 384) 97%, males (N= 2.3%), ages range from 18 to 65. Participants completed a self-report questionnaire comprising of The Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983); Job Satisfaction Scale (Spector,1983), and Role Conflict & Role Ambiguity Scale (Rizzo et al,.1970). Analyses Special schools differed significantly in Perceived stress across the four school types, with a positive correlation between role conflict and role ambiguity and job satisfaction, perceived stress is significantly predicated by role conflict and role ambiguity, and perceived stress is significantly predicted by job satisfaction, no significant difference in levels of job satisfaction across school types and significant difference in role conflict and role ambiguity across the school types. This study found that SNAs were dissatisfied with their pay, opportunities for promotion, and salary. This may suggest that employers should consider addressing these issues to improve job satisfaction. Implications of the current study were discussed along with suggestions for future research.