Educational Interpreters for the Deaf: Job Ambiguity and Role Conflict

AbstractThis study investigated the ongoing job ambiguity and role conflict of certified educational interpreters for the deaf (CEID). It explored and identified factors that contribute to the difficulty in recruiting and retaining CEID interpreters for K-12 schools. The difficulty is compounded by the need for increasingly complex and specialized skills and knowledge required to become a CEID. Little attention has been given to CEIDs and the problems of job ambiguity, role conflict, and interpreter shortage. Identification of the recurring factors in the job ambiguity and role conflict will contribute toward eliminating the shortage of CEID\u27s. This qualitative study aimed to advance the knowledge of the factors behind the CEID shortage and the conflicting views of and relationship between administrators, teachers, and interpreters. The study was done through triangulation of semi­ structured interviews, questionnaires, and field notes. The sample size included two schools to ensure data saturation and confirmation of findings, create comprehensive data, increase validity, and maximize understanding. Through an analysis of data from the 12 interviews of administrators, teachers, and interpreters, this investigation discovered differing of views but by working together, synthesis can be reached with a favorable influence on the job ambiguity, role conflict, and the shortages of CEIDs in the K-12 school system. These findings may prompt changes in hiring more CEID, who could positively influence the attitudes of participation in activities, and educational success of deaf students, which could lead to their positive contributions to society and enhance their future well-being