Abstract
Purpose. The purpose of this study was to compare the perceived level of job satisfaction of SELPA directors with that of local school district special education directors in the counties of Riverside, San Bernardino, San Diego, and Orange of Southern California and to identify factors that contribute to their job satisfaction. Additionally, this study sought to determine whether there was a significant difference in job satisfaction between SELPA directors and local school district special education directors. Methodology. The research method used to conduct this study was a descriptive/causal-comparative research methodology. The subjects of this study were 24 SELPA directors and 58 local school district special education directors from the counties studied. The subjects responded to an online survey that was a modified version of the Job Satisfaction/Dissatisfaction Scale developed by Dr. Olin R. Wood in 1976. Data were calculated using a two-independent-sample t test for Research Questions 1 and 2 and were analyzed by examining the averages of the mean scores. Research Question 3 was analyzed using the Mann-Whitney U test for differences in medians. Findings. Examination of quantitative and qualitative data indicated (a) SELPA directors in the counties studied were moderately satisfied with their jobs, while local school district special education directors in the same counties were slightly satisfied with their jobs. (b) There was a significant difference in the level of job satisfaction in the areas of interpersonal relations, salary, and working conditions. SELPA directors were more satisfied. Conclusions. The results of the data support the conclusion that SELPA directors had a higher degree of job satisfaction than local school district special education directors. Recommendations. Among the recommendations are (a) superintendents include district special education directors in cabinet meetings to avoid legal disputes; (b) superintendents and principals include district special education directors or SELPA directors as much as possible regarding curriculum implementation, staff qualifications, and budget discussions to maintain legal compliance, professional development of staff, and training for parents; and (c) superintendents collaborate and develop training that prepares special education teachers to be special education administrators.