Predicting Special and General Educators' Intent to Continue Teaching Using Conservation of Resources Theory

Autor/inn/en	Bettini, Elizabeth; Gilmour, Allison F.; Williams, Thomas O.; Billingsley, Bonnie
Titel	Predicting Special and General Educators' Intent to Continue Teaching Using Conservation of Resources Theory
Quelle	In: Exceptional Children, 86 (2020) 3, S.310-329 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402919870464
Schlagwörter	Teacher Persistence; Special Education; Special Education Teachers; General Education; Predictor Variables; Intention; Teacher Attitudes; Administrator Role; Collegiality; Teaching Conditions; Instructional Materials; Teaching Experience; Student Behavior; Behavior Problems; Poverty; Teacher Responsibility; Educational Resources + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Prädiktor; Lehrerverhalten; Kollegialität; Lehrbedingungen; Unterrichtsbedingungen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Student behaviour; Schülerverhalten; Armut; Lehrverpflichtung; Bildungsmittel
Abstract	Retaining teachers is an important priority for school leaders, especially in special education, a field with chronic shortages. We analyzed a nationally representative survey using conservation of resources theory to examine how job demands and resources interacted with one another and with teachers' assignments (i.e., as special and general educators) to predict intentions to continue teaching. We found that teachers were more inclined to stay in their schools when they experienced stronger school administrative and collegial support, had more access to instructional materials, and were more experienced. Teachers indicated weaker intent to stay when they experienced more problems with students, spent more time working, were less experienced, and served in higher-poverty schools. School administrative support moderated relationships between intent and (a) school poverty and (b) experience. We found no differences between special and general educators' intent to stay, though we did find differences in the conditions predicting special versus general educators' intent. (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