Document Type

Article

Publication Date

Spring 2025

Abstract

This inquiry-based research study explores the impact of workload, specifically, special education caseload size, on teacher effectiveness and student outcomes. Utilizing survey data from approximately 190 special education teachers across Iowa, the study investigates how the number of IEP goals, hours worked outside of contract time, and emotional stress levels affect goal attainment, job satisfaction, and instructional quality. Results revealed that most teachers monitor over 20 IEP goals at a time, yet more than two-thirds reported meeting less than 25% of those goals. Despite high levels of self-reported confidence, over 60% of respondents indicated feeling overwhelmed "often" or "always." Notably, job satisfaction was tied more closely to administrative support and manageable workloads than years of experience or grade level. These findings align with existing literature linking large caseloads to teacher burnout, reduced instructional effectiveness, and poorer student outcomes. The study highlights the urgent need for systemic changes in caseload management, administrative support, and teacher workload policies to ensure teacher sustainability and student success.

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