Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders

Autor/inn/en	Cancio, Edward J.; Albrecht, Susan Fread; Johns, Beverley H.
Titel	Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders
Quelle	In: Education and Treatment of Children, 36 (2013) 4, S.71-94 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Special Education Teachers; Faculty Mobility; Teacher Shortage; Emotional Disturbances; Behavior Problems; Teacher Attitudes; Stress Variables; Job Satisfaction; Teacher Persistence; Teacher Burnout; Teacher Surveys; Guidance; Feedback (Response); Trust (Psychology); Professional Development; Correlation; Regression (Statistics); Social Support Groups; Statistical Analysis; Factor Analysis + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrermangel; Gefühlsstörung; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burnout-syndrom; Burnout; Burnout-Syndrom; Beratung; Korrelation; Regression; Regressionsanalyse; Social support; Soziale Unterstützung; Statistische Analyse; Faktorenanalyse
Abstract	Special education faces serious shortages of teachers, and the area of special education teaching with the greatest shortage is in the field emotional and behavioral disorders (EBD). This study was conducted to identify the perceptions of current teachers of students with EBD on the definition of and the extent and importance of administrative support to identify contemporary factors affecting teacher longevity in the field. A survey of CCBD members who teach students with EBD was used to examine the effects of perceived administrative support on teacher stress, job satisfaction, and school commitment with intent to stay in the field. The results of the study indicated characteristics of administrative support significantly correlated with intent to stay in the field, extent of support, opportunities for growth, appreciation and trust, job satisfaction, and positive views of their school. In addition, examination revealed specific administrative behaviors influenced the decision of teachers of students with EBD regarding longevity in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01