A Comparative Study of Resource Teacher Job Descriptions and Administrators' Perceptions of Resource Teacher Responsibilities

Abstract

Although most students with learning disabilities receive their special education services through resource programs, several critical aspects of this service delivery approach have not been investigated. For example, informal expectations for resource teacher job performance have been examined through studies of educators' perceptions of resource teachers' role responsibilities, but little attention has been given to the formal expectations as included in written resource teacher job descriptions. This study compared such written job description information with perceived resource teacher job requirements. Seventy-six resource program descriptions were content analyzed to identify teacher duties in four areas: direct instruction, assessment, administration, and indirect service. These duties were then compared to administrators' perceptions of resource teachers' responsibilities. The chi-square analyses indicated that significant differences existed between the formal and informal expectations, with far fewer role responsibilities being formally described than perceived as essential by administrators. This lack of congruence is discussed in relation to a number of variables which may affect the quality of services students with learning disabilities receive, including role ambiguity, job stress, and program improvement.