ABSTRACT

Objective : This study was used to identify the working conditions and job satisfaction of therapy support service professionals based at schools and support centers for special education. The study was also conducted to provide substantial materials for the welfare improvement of service professionals and the best possible service for children with disabilities. Methods : This study analyzed 60 questionnaires distributed to therapy support service professionals working in schools and support centers for special education. The questionnaires were collected by telephone, mail, and e-mail from January 4th to 20th, 2010. Results : The highest percentage of satisfaction was found in contracted occupational therapists earning 1.5 to 2 million won a month, working 40 hours a week at 1 itinerant place with students with intellectual disabilities, who were ambivalent about their equipped devices, are a special teacher or related service member, and are responsible for less than 5 elementary student aged children. The total job satisfaction was higher in those working in schools, while the reward satisfaction was higher in permanent workers treating fewer children per day and at a higher salary. The task satisfaction showed a significant difference based on the condition of the equipped devices. Recognition and autonomy satisfaction showed a significant difference based on the number of children attended to per day. There was positive relation between task satisfaction and reward and autonomy satisfaction, and also between relationship satisfaction and recognition satisfaction. Conclusion : It is necessary to create a policy and plan for the improvement of working conditions and job satisfaction of therapy support service professionals working in schools and support centers for special education. Various seminars and school-based occupational-therapy-related research for school-based occupational therapists’roles and professionalism are also needed.