Browsing by Author "Salonsaari, Taru"

The importance of psychological safety has increasingly interested researchers especially in the past decade. Previous studies show that in a psychologically safe environment people can interact and take risks without a fear of negative consequences. Psychological safety increases openness, trust, and cooperation, which in turn have a positive effect on the working atmosphere and the well-being of individuals therein. It is also important for the success of organizations. The well-being of teachers has been studied widely from different perspectives, but Finnish research on the importance of psychological safety in teaching has thus far been limited. The purpose of this study is to increase the understanding of special education teachers´ psychological safety at work. The research task was to learn which factors are relevant in creating psychological safety in the work of a special education teacher. In addition, it was examined what kind of personal meanings psychological safety has for these professionals. This study was conducted using qualitative research methods. The data was collected by performing thematic interviews with six special education teachers. The interviews were conducted in Teams, videorecorded, and then transcribed. Finally, the data was analysed following the principles of thematic analysis. Factors affecting the psychological safety experienced by special education teachers were school management, the framework defining work, one's place in the work community and colleagues. Psychological safety created personal meanings through being accepted, accumulating social capital, and increasing well-being at work. The profession of special education teacher and the role it brings in the workplace appeared in the study as factors defining the psychological safety of the interviewees. This increases the understanding of the characteristics related to the role of a special education teacher in regard of psychological safety.