Abstract
M.Ed. (Educational Psychology)
The purpose of the study was to to discover the career development needs of teachers in a Gauteng school for learners with Autism. With increased prevalance rates of autism, shortage of well-trained special needs teachers specialising in autism, a commitment of the Department of Education to provide teacher professional development and inclusive education for learners with autism, warranted the study to be conducted in order to promote career development of teachers in South Africa.
Using an interpretivist paradigm, this qualitative study utilised a purposive sample of 5 teachers who were teachers of learneres of autism in an autism-specific independent school in Joahnesburg. Through individual interviews, collages and a focus group discussion the study sought to find out what the teachers’ career development needs are, their current level of work adjustment and what would facilitate better work adjustment. The Theory of Work Adjustment (Dawis, England, & Lofquist, A Theory of Work Adjustment, 1964) and Vygotsky’s social constructionist view on disability were used as theories to support the literature review and the study findings due to its relevancy to work adjustment and learners with autism’s participation in schools and society.
The main research question focused on finding out what teachers’ career development needs are and two sub-questions gauged teachers level of work adjustment of their vocation of being teachers of learners with autism and finding out what would assist teachers with better work adjustment in order for their career developmental needs to be fulfilled.
Findings indicate that teachers of learners with autism have the need for well-being, professional development and collaboration to enhance their career development. Teachers reported several barriers that hinder their effective work adjustment: time management, emotional and physical exhaustion, long working hours, challenging behaviour of learners, lack of pre-service professional development, variances in expectations between stakeholders, lack of access to...