Combating the Attrition of Teachers of Students with EBD: What Can Administrators Do?

Autor/inn/en	Cancio, Edward Joseph; Albrecht, Susan Fread; Johns, Beverley Holden
Titel	Combating the Attrition of Teachers of Students with EBD: What Can Administrators Do?
Quelle	In: Intervention in School and Clinic, 49 (2014) 5, S.306-312 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451213513953
Schlagwörter	Emotional Disturbances; Behavior Disorders; Special Education Teachers; Faculty Mobility; Teacher Persistence; Administrator Role; Beginning Teacher Induction; Mentors; Faculty Development; Educational Resources; Recognition (Achievement); Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Gefühlsstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Soziale Anerkennung
Abstract	Students with emotional/behavioral disorders (EBD) can present intensive needs, requiring the intervention and instruction of well-trained and qualified teachers who work with them in the classroom. However, schools face serious shortages in the field of special education, particularly for staff who work with this population of children (McLeskey, Tyler, & Flippin, 2003; "Study of Personnel Needs in Special Education," 2000; Texas Center for Educational Research, 2006). School personnel not only must focus their efforts on the recruitment of special educators but must work to keep the individuals who are credentialed and performing well in the field. When factors can be identified that are associated with intent to stay in or leave the field, it is important to consider strengthening those positive factors and working to minimize or eliminate the negative factors. Support from principals of teachers has been cited as one of the most important factors for both general and special educators' retention (Correa & Wagner, 2011; Darling-Hammond, 2003). Special education teachers having 1 to 5 years experience in the classroom have been found to be the most vulnerable for attrition (Albrecht et al., 2009; Billingsley, 2005; Van Acker, 2009). This article provides an overview of the role supervisors (i.e., principals, special education supervisors, director of special education) can play in retaining qualified teachers of students with EBD. (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10