Perception Of Administrative Support And Teaching Deaf...

This study investigated teachers’ perception of Administrative Support they received from their schools, while teaching deaf students with additional disabilities. A total of 40 teachers from 5 schools, in 4 states, completed a self-reporting survey on the actual support they received and support they perceived they needed, when teaching deaf students with additional disabilities. The construct of Administrative Support was measured through the subscales of Emotional Support., Informational Support, Instrumental Support and Appraisal Support. Teachers’ support areas were identified as follows: (a) trained paraprofessional assistants; (b) work load; (c) time for planning, collaboration, and consultation; (d) availability of qualified related services professionals; (e) in-service training and workshops; and (f) mentoring in classroom instructional strategies and behavioral interventions. ANOVA was used to identify any significant difference based on the four subscales that defined Administrative Support. Also, ANOVA was used to determine if the responses by group (teachers with and without deaf education certification, years of teaching experience and where they attended a deaf education program or not), were significantly different. Significant differences were noted on teachers’ perceptions on three of the subscales, besides Appraisal Support. Additionally, the only demographic data that indicated significant difference was years of teaching experience. 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