Προθέσεις των δασκάλων της ειδικής αγωγής για στελέχωση των Κέντρων Διαφοροδιάγνωσης, Διάγνωσης και Υποστήριξης.

Περίληψη

The aim of the present study is to investigate special education teachers’ in¬tentions to work in the Centres for Differential Diagnosis, Diagnosis and Sup¬port (CDDDS). 40 teachers (21 male and 19 female) who work in special schools and integration classes in Central and Western Macedonia and are typically qualified to work in CDDDS, are included in the sample. Structured
individual interviews were used for data collection focusing on the factors which influence special education teachers’ intentions to work in CDDDS. The findings reveal that 55% of the teachers of the sample do not intend to work in CDDDS. Those teachers who state a positive intention to work in CDDDS tend to have a positive attitude towards the CDDDS institution, but they are con¬cerned about the relatively adverse work conditions (short holidays, long work¬ing hours etc.). On the contrary, those special education teachers who express a negative intention to work in CDDDS, raise issues such as the present nature of the institution and the different way it operates in comparison with schools. A binomial logistic regression analysis revealed that the concern for the dif¬ferent way of CDDDS’s operation is the major variable which differentiates those teachers who intend to work in CDDDS from those who do not.