Rural Special Education Teachers' Plans to Continue or Leave Their Teaching Positions

Westling, David L.; Whitten, Thomas M.

doi:10.1177/001440299606200403

Cited by 61 publications

(70 citation statements)

References 16 publications

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“…The most frequently mentioned concern in the category of working conditions was dissatisfaction with current teaching assignments, followed by lack of administrative support, whereas in the category of financial factors, issues with salary and benefits were mentioned most frequently, followed by concerns about job security. These results are consistent with Westling and Whitten's (1996) finding that administrative support and job requirements play an important role in teachers' plans to continue or leave their teaching positions. For Research Question 2, the continuum of teachers' behaviors associated with leaving the field, assessed by the PLCJ, was subjected to Rasch analyses (see Figure 1).…”

Section: Discussionsupporting

confidence: 90%

Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field

et al. 2010

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This study examined the relationship of teachers' perceptions of coping resources and demands to job satisfaction factors. Participants were 158 Advanced Placement Statistics high school teachers who completed measures of personal resources for stress prevention, classroom demands and resources, job satisfaction, and intention to leave the field of teaching. Results indicated that teachers' preventive coping resources and job satisfaction were positively related, whereas both constructs were negatively related to classroom stress and teachers' plans to leave the profession.

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Section: Discussionsupporting

confidence: 90%

Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field

et al. 2010

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“…Lack of administrative support and guidance has been frequently cited as a significant factor contributing to the high attrition rate in the ED/BD field (e.g., Cross and Billingsley 1994;McManus and Kauffman 1991;Westling and Whitten 1996). However, there are steps principals can take to alter this alarming trend.…”

Section: Practical Considerations For the Principalmentioning

confidence: 99%

Principal Support Essential for Retaining Special Educators

Ax¹,

Conderman

Stephens

2001

NASSP Bulletin

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“…In a national study of special education teachers, Carlson and Billingsley (2001) found that teachers who served students with different disabilities felt the most overwhelmed by their job and expressed a strong intention to leave special education. Adding to their sense of burden is the excessive paperwork that many special education teachers must complete to meet federal and state regulations (Billingsley, Pyecha, Smith-Davis, Murray, & Hendricks, 1995;Schnorr, 1995;Westling & Whitten, 1996).…”

Section: Intrinsic Rewards Of Teachingmentioning

confidence: 99%

Special Education Teacher Supply and Teacher Quality: The Problems, The Solutions

Brownell¹,

Sindelar²,

Bishop³

et al. 2017

focusXchild

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Special education is facing the daunting challenge of increasing the supply of teachers while simultaneously upgrading its quality. Shortages of fully qualified teachers have plagued special education for two decades, and schools also have struggled to find qualified math, science, and ESL teachers. Shortages in all of these fields are likely to worsen as the teaching workforce ages and as statewide initiatives (such as reductions in class size) fuel increased demand. The quality of the teaching workforce also has come under scrutiny, as schools across the country are initiating standards-based reforms in which teacher competence is linked to student performance on high-stakes assessments.In this article, we first consider two policy initiatives that address the dilemma of increasing numbers and improving quality simultaneously. We then consider the problem of attrition, which contributes in significant ways to both the quantity and quality issues. We explain why attrition is a particular problem for beginning teachers and describe programs that have proven effective in combating it.In response to burgeoning demand and dissatisfaction with the quality of the existing workforce, the Bush Administration has promulgated policies to increase supply, notably through the No Child Left Behind (NCLB) Act, the most recent authorization of what had been known as the Elementary and Secondary Education Act. These initiatives are designed to promote easy entry to the profession via alternative training routes for specific populations of teacher candidates.Previously, the National Commission for Teaching and America's Future (NCTAF) had issued a policy blueprint in 1996 that addressed shortages and quality in a different manner, emphasizing the professionalization of teaching and the enhancement of schools as workplaces. It was argued that fewer teachers would leave the field-and more candidates would be attracted to it-if they ~ere to teach at schools that would support their work and foster their professional growth, and if they were to earn a professional wage.

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Rural Special Education Teachers' Plans to Continue or Leave Their Teaching Positions

Cited by 61 publications

References 16 publications

Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field

Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field

Principal Support Essential for Retaining Special Educators

Special Education Teacher Supply and Teacher Quality: The Problems, The Solutions

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