Should I Stay or Should I Go? Revisiting Influencing Factors of SPED Teacher Attrition & Retention: A Review of the Literature
Evidence continually reports that special education (SPED) teachers stay in the field three-to-five academic school years before leaving the profession. A systematic review of historical-to-current literature revealed that personal, employment, and external factors were the three most prevalent vari...
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| Veröffentlicht in: | Journal of the American Academy of Special Education Professionals 2013, p.159 |
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| container_title | Journal of the American Academy of Special Education Professionals |
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| creator | Theoharis, Raschelle Fitzpatrick, Michael |
| description | Evidence continually reports that special education (SPED) teachers stay in the field three-to-five academic school years before leaving the profession. A systematic review of historical-to-current literature revealed that personal, employment, and external factors were the three most prevalent variables that influenced attrition and retention (A&R) rates of SPED teachers. Although A&R has significant implications for student learning outcomes, the focus of this article is on analyzing these casual factors in an attempt to revisit and revitalize this important issue. |
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| identifier | ISSN: 2325-7466 |
| ispartof | Journal of the American Academy of Special Education Professionals, 2013, p.159 |
| issn | 2325-7466 |
| language | eng |
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| source | ERIC - Full Text Only (Discovery) |
| subjects | Academic Degrees Age Differences Family Influence Gender Differences Literature Reviews Racial Differences School Culture Social Influences Special Education Teachers Teacher Attitudes Teacher Characteristics Teacher Persistence Teacher Qualifications Teacher Role Teacher Salaries Teaching Conditions |
| title | Should I Stay or Should I Go? Revisiting Influencing Factors of SPED Teacher Attrition & Retention: A Review of the Literature |
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