ABSTRACT
This chapter examines the impact of the changes on special educators in terms of three constructs: teacher stress; teacher morale; and teacher acceptance of change. The role of supervisors is critical in the amelioration of teacher stress. Special educators, like all educators, need positive, constructive and corrective performance feedback. They have a difficult job, particularly in the consultancy role, and regular and frequent supportive contact by the supervisor can be professionally and personally health-engendering. The chapter provides social and emotional support that will reduce stress in employees. In Queensland, for example, the report Focus on Schools recommended widespread changes to the structure of special education, changes which generated considerable stress and anxiety for many special teachers and support personnel. There are several theoretical perspectives which are important in evaluating the effects of the organisational environment on the attributions and motivations of teachers. These include teacher involvement in decision-making, participative decision- and personal control.
