Moderators of the Association between Teaching Students with Disabilities and General Education Teacher Turnover

Autor/inn/en	Gilmour, Allison F.; Neugebauer, Sabina R.; Sandilos, Lia E.
Titel	Moderators of the Association between Teaching Students with Disabilities and General Education Teacher Turnover
Quelle	In: Exceptional Children, 88 (2022) 4, S.401-420 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221081239
Schlagwörter	Students with Disabilities; Incidence; Special Education Teachers; Regular and Special Education Relationship; Faculty Mobility; Teacher Persistence; Teacher Certification; Teaching Experience; Teacher Education; Teaching Conditions; Classroom Techniques; Institutional Characteristics; Instructional Leadership; Tennessee + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Vorkommen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrbedingungen; Unterrichtsbedingungen; Klassenführung; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	We examined the association between the percentage of students with disabilities (SWD) in general education teachers' classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working conditions) as moderators and disaggregating types of teacher mobility. Before accounting for other variables, the percentage of SWD, and the percentage of students with most specific disabilities, in teachers' classes were positively associated with moving within and moving between districts. These associations were not significant after accounting for student, teacher, and school characteristics. We identified a negative association between leaving teaching in the state and the percentage of SWD in teachers' classes, even after accounting for other variables. Dual-certification and instructional leadership moderated some of these associations. Results suggest that future research is needed to identify the supports teachers have access to when they teach higher percentages of SWD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01