Bauer, Catherine; Troesch, Larissa Maria; Geiser, Denise; Sahli Lozano, Caroline (2023). Psychologische Grundbedürfnisse und berufliches Wohlbefinden bei berufsbegleitend Studierenden der Sonderpädagogik in der Schweiz. Empirische Sonderpädagogik, 15, pp. 314-329 Pabst Science Publisher. 10.2440/003-0013

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What are the working conditions of special education teachers (SET) in inclusive settings, and how are they related to job satisfaction? These questions are highly topical, as in the context of growing integration efforts, staffing needs in inclusive special education settings are increasing while early career exits are exacerbating staff shortages. A critical aspect of working conditions, according to self-determination theory, are the basic psychological needs of relatedness, competence, and autonomy. To explore basic psychological needs in Swiss SET, we conducted problem-centered interviews with 30 in-service SET students already working in inclusive school settings. The interviews were analyzed with structuring and evaluative qualitative content analysis to explore the relationship between basic psychological needs and job satisfaction. Perceived autonomy was highest in individual teaching situations, in direct contact with the students; however, team autonomy as well as autonomy at the level of Special Education as a profession seemed to be more relevant for job satisfaction. How school leaders support team cooperation and strengthen SET in their professional role seem to be crucial factors in this context.

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