A thematic analysis of the factors that influence feelings of value: perspectives from employees working in special needs education

Purpose This article aims to examine what makes employees feel valued at work. Drawing on wider literature and practitioner perspectives, we aim to identify factors enabling feelings of value, especially in organisations that rely heavily on employees who are attracted to the work to make a difference in the lives of others. Design/methodology/approach A qualitative approach was employed. The data, containing 30 semi-structured interviews with employees representing both care and education roles, were thematically analysed to address the understudied question. Findings The findings indicate that the factors that influence positive feelings of value are highly personalised, yet they can be broadly captured into three key areas: work-related pride, occupational kinships and a culture of enablement. The study findings also indicate that being valued at work is seen by staff as being critically significant in contributing positively to their intention to stay. Practical implications Findings of this study are relevant to similar organisations and highlight the importance of understanding the highly individualised perceptions of employees in terms of what they see as being critical factors in feeling valued at work. In practice, initial onboarding of new staff and the ongoing supervision, training and appraisal process will play an important role. Originality/value This study is unique in terms of its contribution to the existing literature and practice by understanding the concept and factors that lead to feelings of value, especially in the context of employees working in a special education setting.