Working Conditions as Risk or Resiliency Factors for Teachers of Students with Emotional and Behavioral Disabilities

Autor/inn/en	Albrecht, Susan Fread; Johns, Beverley H.; Mounsteven, Joyce; Olorunda, Olufunmilola
Titel	Working Conditions as Risk or Resiliency Factors for Teachers of Students with Emotional and Behavioral Disabilities
Quelle	In: Psychology in the Schools, 46 (2009) 10, S.1006-1022 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
Schlagwörter	Behavior Disorders; Special Education Teachers; Related Services (Special Education); Teaching Conditions; Personality Traits; At Risk Persons; Emotional Problems; Teacher Persistence; Teacher Surveys; Administrator Role; Curriculum; Instructional Materials; Teacher Responsibility; Teaching Experience; Intention; Student Behavior; Teacher Aides; Faculty Development; School Psychologists; Social Work; Student Needs + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Risikogruppe; Curricula; Lehrplan; Rahmenplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrverpflichtung; Student behaviour; Schülerverhalten; Handreichung; Lehrerhilfe; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Arbeit
Abstract	This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and related services providers indicated administrative support, availability of support personnel, access to curricula, adequate time for paperwork, years of teaching students with EBD, and behavior management approach used are significantly related to participants' intent to stay or leave. Physical injury by a student was among factors reported as not significant. This study is discussed in terms of its implications for addressing the current shortage of EBD teachers. (Contains 8 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10