Improving Working Conditions to Support Special Educators' Effectiveness: A Call for Leadership

Autor/inn/en	Billingsley, Bonnie; Bettini, Elizabeth; Mathews, Hannah Morris; McLeskey, James
Titel	Improving Working Conditions to Support Special Educators' Effectiveness: A Call for Leadership
Quelle	In: Teacher Education and Special Education, 43 (2020) 1, S.7-27 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Billingsley, Bonnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419880353
Schlagwörter	Special Education Teachers; Teaching Conditions; Teacher Burnout; Teacher Persistence; Teacher Effectiveness; Students with Disabilities; Teacher Role; Teacher Responsibility; School Culture; Teacher Collaboration; Leadership Responsibility; Stakeholders; Research Needs + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Burnout-syndrom; Burnout; Burnout-Syndrom; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerrolle; Lehrverpflichtung; Schulkultur; Schulleben; Lehrerkooperation; Forschungsbedarf
Abstract	Special education teachers (SETs) are expected to use effective practices to improve outcomes for students with disabilities, yet even those who are well-prepared may not be effective in teaching these students, as problematic working conditions may limit their opportunities to teach effectively and their longevity in the profession. To complicate matters, the context of SETs' work has changed, calling into question the nature of their roles in supporting student learning. The purpose of this article is to provide a broad overview of what is known about working conditions and to articulate how we might improve them. The authors identify key themes from the research literature about the relationship of SETs' working conditions to their early experiences in schools and their burnout, attrition, and effectiveness. The authors then outline an action agenda focused on researching and leveraging the roles of varied stakeholders, teacher educators, educational leaders, and professional organizations to improve these conditions. (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	2024/1/01