Principal Support Essential for Retaining Special Educators

Ax, Mary; Conderman, Greg; Stephens, Jane

doi:10.1177/019263650108562108

Cited by 7 publications

(5 citation statements)

References 21 publications

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“…Quantitative data in existing research supports the finding of this study, that is, that administrative support is critical in the career decisions of special educators (Ax, Conderman, and Stephens 2001;Gersten et al 2001). However, as discussed previously, existing research in this area omits an examination regarding the nature of this administrative support.…”

Section: The Necessity Of Supportsupporting

confidence: 78%

“…Suggestions for how principals might develop knowledge and skills related to special education vary, and include graduate course work, seminars, and professional development workshops; however, multiple researchers of teacher attrition have conveyed the idea that providing administrators with learning experiences that develop their knowledge of both special education and the behavioral and instructional difficulties presented by students with disabilities could improve the retention of special educators (Ax, Conderman, and Stephens 2001;Billingsley 2004b;Brownell et al 1997). For example, in 1998, the Council for Exceptional Children published a document specifically addressing how administrators might contribute to the retention of special education teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Research indicates that retention is strongly influenced by teachers' perceptions regarding the support they receive from their administrators; teachers are more likely to leave or want to leave teaching when they feel that they do not receive adequate support from these leaders (Billingsley 2004a;Hirsch 2005;Marvel et al 2006). Lack of administrative support has been positively associated with special education teacher attrition in numerous studies (Ax, Conderman, and Stephens 2001;Boe, Barkanic, and Leow 1999;Gersten et al 2001;Miller, Brownell, and Smith 1999). For example, in a national study, Boe, Barkanic, and Leow (1999) reported that teachers who stayed in their positions were nearly four times as likely to view their administrators as being supportive and encouraging.…”

mentioning

confidence: 99%

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How School Administrators Influence the Retention of Teachers of Students with Emotional and Behavioral Disorders

Prather-Jones

2010

The Clearing House: A Journal of Educational Strategies, Issues

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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.

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Section: The Necessity Of Supportsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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How School Administrators Influence the Retention of Teachers of Students with Emotional and Behavioral Disorders

Prather-Jones

2010

The Clearing House: A Journal of Educational Strategies, Issues

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“…This can begin during their professional training by preparing these teachers for the pressures to come. Preservice teacher preparation programs have been recommended as a way of fostering the retention of special educators (Ax, Conderman, & Stephens, 2001). Making these teachers aware of the unique challenges ahead and arming them with techniques to deal with these challenges should ease the transition into teaching.…”

Section: Practical Implicationsmentioning

confidence: 99%

Differences in Job Satisfaction Between General Education and Special Education Teachers

Stempien¹,

Loeb

2002

Remedial and Special Education

119

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The occupational field of special education has been particularly vulnerable to losing its well-trained professional staff. Academic preparation and training of these teachers is costly and time-consuming, and replacing them is difficult. The present study compared the satisfactions and dissatisfactions of teachers of emotionally/behaviorally impaired students in special education, teachers of students in general education, and teachers responsible for both groups of students. Teachers of students in special education programs were found to be the most dissatisfied. Specific stresses and frustrations, both from within and from outside the classroom, were found to be associated with the dissatisfaction. The difficulties were particularly common in younger, less experienced special education teachers. The implications of these findings are discussed, and recommendations aimed at improving job satisfaction for special education teachers are presented.

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“…For example, although they received professional development, it was not targeted to their specific needs or the needs of their students. This further supports the need for school-based administrators to possess adequate knowledge and understanding of special education in order to ensure that special education teachers are provided necessary growth producing professional development and feedback (Ax et al, 2001;Blanton et al, 2006;Billingsley et al, 2004;Boscardin & Lashley, 2012;Correa & Wagner, 2011;Steinbrecher et al, 2015). These findings reinforce previous research that has shown special education teachers who lack needed supports from school-based administrators can negatively impact career decisions.…”

Section: Discussionmentioning

confidence: 84%

Administrative Support and Provisionally-Licensed Special Education Teachers: Examining Support Dimensions During a Global Pandemic

Macedonia

Weiss²

2022

JETS

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The purpose of this qualitative phenomenological study was to report on the perspectives of provisionally-licensed special education teachers as to the administrative support they experienced and felt they needed in a distance learning environment. Utilizing a three-step convenience sampling process, five provisionally-licensed special education teachers who attended a Mid-Atlantic university participated in the study and described their perspectives of administrative support. Utilizing House’s (1981) theory of social support as a conceptual framework, data was collected through participant journal entries and semi-structured interviews and analyzed through a multi-step coding process. Findings revealed that provisionally-licensed special education teachers require support across all of House’s (1981) dimensions including instrumental support, informational support, emotional support, and appraisal support. Findings include four main takeaways: (a) provisionally-licensed special education teachers require supports across dimensions, most importantly, emotional support; (b) provisionally-licensed special education teachers reported a need for school-based administrators to establish open communication to inform special education teacher roles, establish expectations of collaboration, and demonstrate care and support; (c) school-based administrators who possess a background in special education were reported to possess knowledge and skills to support special education teachers and students with disabilities; and (d) support provided to provisionally-licensed special education teachers did not always align to needed support. Recommendations for administrative support approaches for provisionally-licensed special education teachers are described and limitations and implications for future research are discussed.

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Principal Support Essential for Retaining Special Educators

Abstract: Principals play a crucial role in the level of job satisfaction and the retention of special educators. This article highlights issues surrounding the need for administrative support, especially for teachers of children with emotional and/or behavioral disabilities (ED/BD).

Cited by 7 publications

References 21 publications

How School Administrators Influence the Retention of Teachers of Students with Emotional and Behavioral Disorders

How School Administrators Influence the Retention of Teachers of Students with Emotional and Behavioral Disorders

Differences in Job Satisfaction Between General Education and Special Education Teachers

Administrative Support and Provisionally-Licensed Special Education Teachers: Examining Support Dimensions During a Global Pandemic

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