An examination of job satisfaction among classroom teachers working with students with autism spectrum disorder

Job satisfaction among teachers working with students diagnosed with autism spectrum disorder (ASD) holds particular significance due to the unique demands of special education. Despite the complexity of these roles, limited research explores the interplay between job satisfaction and the specific challenges encountered by such educators. This study addresses this gap by examining the job satisfaction levels of classroom teachers in special education settings, with a focus on identifying the primary factors influencing their satisfaction. Employing a qualitative design, data were collected through semi-structured interviews with ten purposefully selected teachers experienced in working with students with moderate to severe ASD. Descriptive analysis revealed that teachers experience significant challenges, including insufficient parental collaboration, limited educational resources, and emotional strain. While many educators expressed discouragement due to unmet learning outcomes, observed positive behavioral changes in students contributed to their professional satisfaction. The findings suggest that early intervention, increased material support, and enhanced parental involvement are critical to improving job satisfaction. The study highlights the need for systemic support and targeted policies to retain and support educators in ASD-focused learning environments. Keywords: Autism spectrum disorder; classroom leader; job satisfaction; teachers.