This study was a qualitative investigation of the reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in that field. The study focused on the positive findings of why teachers stay, rather than the negative findings of why teachers leave (which currently dominate the field). The findings of this study indicate that having a sufficient level of support is a major factor influencing these teachers' career decisions. The study found that support was especially critical during teachers' initial years in the field, and that continued support, from both administrators and colleagues, was an important factor in their decisions to remain in their current teaching positions. Findings also revealed three specific characteristics of the administrative support that participants believed contributed to their perseverance in this challenging field. Implications regarding administrator preparation are also discussed.
This qualitative study explores reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in their field. Previous research, usually conducted among the wider population of special education teachers, has focused on the relationship of employment and demographic factors to attrition and has primarily relied on quantitative surveys. The researcher sought to expand that body of work through the use of in-depth interviews with teachers who have continued teaching students with emotional and/or behavioral disorders for more than 6 years. In discussing career decisions, these teachers consistently pointed to the importance of personal characteristics, such as the fit between their personality and the demands of the job. These findings point to the importance of recruiting appropriate candidates for this field and helping pre-and in-service teachers develop the personal skills necessary to cope with the unique demands of the job.
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