'Overworked and Underappreciated': Special Education Teachers Describe Stress and Attrition

Autor/inn/en	Hester, Olivia R.; Bridges, Shannon A.; Rollins, Lauren Hart
Titel	'Overworked and Underappreciated': Special Education Teachers Describe Stress and Attrition
Quelle	In: Teacher Development, 24 (2020) 3, S.348-365 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2020.1767189
Schlagwörter	Special Education Teachers; Stress Variables; Teaching Conditions; Faculty Mobility; Teacher Attitudes; Administrator Role; Teacher Burnout; Quality of Life; Legal Responsibility; Teacher Responsibility; Student Behavior; Student Needs; Mental Health; Physical Health; Educational Resources; Career Change; Teacher Retirement + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Burnout-syndrom; Burnout; Burnout-Syndrom; Lebensqualität; Strafmündigkeit; Lehrverpflichtung; Student behaviour; Schülerverhalten; Psychohygiene; Gesundheitszustand; Bildungsmittel; Career changes; Berufswechsel
Abstract	Rising attrition rates and the shortage of highly qualified special education teachers have a negative impact on students and school districts. This study explores the open-ended questions that were part of a larger mixed-method analysis to uncover the voices of current special education teachers (n = 366) from across the United States. Using their own words, teachers identify work-related stressors and express their reasonings behind leaving the field of special education. Overall, results indicate that teachers did not feel supported by their administrators and that their profession had an adverse effect on their overall quality of life, thereby contributing to feelings of burnout. Recommendations for future research and the need for professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01