Special Education Teacher Attrition and Retention: A Review of the Literature

Autor/inn/en	Billingsley, Bonnie; Bettini, Elizabeth
Titel	Special Education Teacher Attrition and Retention: A Review of the Literature
Quelle	In: Review of Educational Research, 89 (2019) 5, S.697-744 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Billingsley, Bonnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654319862495
Schlagwörter	Special Education Teachers; Faculty Mobility; Teacher Persistence; Teaching Conditions; Preservice Teacher Education; Teacher Qualifications; Institutional Characteristics; Certification; Faculty Development; Teaching Experience; Faculty Workload; Teacher Student Relationship; Students with Disabilities; Accountability; School Culture; Professional Autonomy; Educational Resources; Compensation (Remuneration); Coping; Stress Variables; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Lehramtsstudiengang; Lehrerausbildung; Lehrqualifikation; Abschlusszeugnis; Zertifizierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Verantwortung; Schulkultur; Schulleben; Berufsfreiheit; Bildungsmittel; Abfindung; Kompensation; Lohnausgleich; Bewältigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors. Most studies examined working conditions (e.g., demands, administrative and collegial supports, resources, compensation) among special educators who left teaching, moved to other positions, transferred to general education teaching, or indicated that they intended to stay or leave. The majority of researchers used quantitative methods to analyze national, state, or other survey data, while eight used qualitative methods. Our critique identifies both strengths and weaknesses of this literature, suggests research priorities, and outlines specific implications for policy makers and leaders. (As Provided).
Anmerkungen	SAGE Publications. 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	2020/1/01