Special education teacher retention and attrition: the impact of increased legal requirements
Purpose - The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education teaching positions through the theoretical perspectives of organizational learning and organizational culture. The p...
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| Veröffentlicht in: | International journal of educational management 2009-06, Vol.23 (5), p.431-440 |
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| creator | Nance, Erica Calabrese, Raymond L |
| description | Purpose - The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education teaching positions through the theoretical perspectives of organizational learning and organizational culture. The paper aims to describe the influence of increased legal requirements on current or former tenured special education teacher attrition or retention by reporting their reasons for staying or leaving.Design methodology approach - A qualitative multiple case study of two units of analysis was conducted through a constructionist epistemology. Data were collected from 40 current and former tenured special education teachers through focus groups, semi-structured interviews, the Left Hand and Right-Hand Column Case Method, and review of appropriate documents. The data collected were analyzed using text analysis software, content analysis, and pattern matching.Findings - Four salient findings from the paper are: current tenured special education teachers want to be listened to and have their needs considered; current tenured special education teachers feel overwhelmed by the workload related to state assessments; current and former tenured special education teachers believe that legally-required changes affected them in practice; and current and former tenured special education teachers perceive that time requirements for administrative tasks reduce time for student services.Practical implications - Implications for praxis include organizational learning and organizational culture that encourage listening to the experience of tenured special education teachers and including them in decisions that affect them in an effort to retain them.Originality value - The paper assesses the impact of increased legal requirements on special education teacher retention and attrition. |
| doi_str_mv | 10.1108/09513540910970520 |
| format | Article |
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The paper aims to describe the influence of increased legal requirements on current or former tenured special education teacher attrition or retention by reporting their reasons for staying or leaving.Design methodology approach - A qualitative multiple case study of two units of analysis was conducted through a constructionist epistemology. Data were collected from 40 current and former tenured special education teachers through focus groups, semi-structured interviews, the Left Hand and Right-Hand Column Case Method, and review of appropriate documents. The data collected were analyzed using text analysis software, content analysis, and pattern matching.Findings - Four salient findings from the paper are: current tenured special education teachers want to be listened to and have their needs considered; current tenured special education teachers feel overwhelmed by the workload related to state assessments; current and former tenured special education teachers believe that legally-required changes affected them in practice; and current and former tenured special education teachers perceive that time requirements for administrative tasks reduce time for student services.Practical implications - Implications for praxis include organizational learning and organizational culture that encourage listening to the experience of tenured special education teachers and including them in decisions that affect them in an effort to retain them.Originality value - The paper assesses the impact of increased legal requirements on special education teacher retention and attrition.</description><identifier>ISSN: 0951-354X</identifier><identifier>EISSN: 1758-6518</identifier><identifier>DOI: 10.1108/09513540910970520</identifier><language>eng</language><publisher>Bradford: Emerald Group Publishing Limited</publisher><subject>Beginning Teacher Induction ; Beginning Teachers ; Case Studies ; Compliance (Legal) ; Computer Software ; Content Analysis ; Corporate culture ; Education ; Educational Assessment ; Epistemology ; Experienced Teachers ; Faculty Mobility ; Focus Groups ; Government agencies ; Individualized Education Programs ; Individuals with Disabilities Education Improvement Act 2004-US ; Interviews ; Learning ; Learning organizations ; Licenses ; No Child Left Behind Act 2001-US ; Organizational Culture ; Organizational Development ; Organizational learning ; Retention ; School Districts ; School Law ; Schools ; Special Education ; Special Education Teachers ; State Regulation ; Students ; Studies ; Teacher Attitudes ; Teacher Persistence ; Teacher retention ; Teachers ; Teaching ; Teaching Conditions ; Working conditions</subject><ispartof>International journal of educational management, 2009-06, Vol.23 (5), p.431-440</ispartof><rights>Emerald Group Publishing Limited</rights><rights>Copyright Emerald Group Publishing Limited 2009</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c409t-fae4272745939693ac4ce4167f1602f76336b351a4d44879abd16419450a94423</citedby><cites>FETCH-LOGICAL-c409t-fae4272745939693ac4ce4167f1602f76336b351a4d44879abd16419450a94423</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/09513540910970520/full/pdf$$EPDF$$P50$$Gemerald$$H</linktopdf><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/09513540910970520/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,776,780,961,11614,27901,27902,52661,52664</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ859088$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Nance, Erica</creatorcontrib><creatorcontrib>Calabrese, Raymond L</creatorcontrib><title>Special education teacher retention and attrition: the impact of increased legal requirements</title><title>International journal of educational management</title><description>Purpose - The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education teaching positions through the theoretical perspectives of organizational learning and organizational culture. 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Calabrese, Raymond L</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c409t-fae4272745939693ac4ce4167f1602f76336b351a4d44879abd16419450a94423</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Beginning Teacher Induction</topic><topic>Beginning Teachers</topic><topic>Case Studies</topic><topic>Compliance (Legal)</topic><topic>Computer Software</topic><topic>Content Analysis</topic><topic>Corporate culture</topic><topic>Education</topic><topic>Educational Assessment</topic><topic>Epistemology</topic><topic>Experienced Teachers</topic><topic>Faculty Mobility</topic><topic>Focus Groups</topic><topic>Government agencies</topic><topic>Individualized Education Programs</topic><topic>Individuals with Disabilities Education Improvement Act 2004-US</topic><topic>Interviews</topic><topic>Learning</topic><topic>Learning organizations</topic><topic>Licenses</topic><topic>No Child Left Behind Act 2001-US</topic><topic>Organizational Culture</topic><topic>Organizational Development</topic><topic>Organizational learning</topic><topic>Retention</topic><topic>School Districts</topic><topic>School Law</topic><topic>Schools</topic><topic>Special Education</topic><topic>Special Education Teachers</topic><topic>State Regulation</topic><topic>Students</topic><topic>Studies</topic><topic>Teacher Attitudes</topic><topic>Teacher Persistence</topic><topic>Teacher retention</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Teaching Conditions</topic><topic>Working conditions</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Nance, Erica</creatorcontrib><creatorcontrib>Calabrese, Raymond L</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Global News & ABI/Inform Professional</collection><collection>Trade PRO</collection><collection>ABI/INFORM Collection</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Periodicals</collection><collection>ProQuest Pharma Collection</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Business Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Professional Standard</collection><collection>ABI/INFORM Global</collection><collection>Education Database</collection><collection>ProQuest One Business</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>International journal of educational management</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nance, Erica</au><au>Calabrese, Raymond L</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ859088</ericid><atitle>Special education teacher retention and attrition: the impact of increased legal requirements</atitle><jtitle>International journal of educational management</jtitle><date>2009-06-19</date><risdate>2009</risdate><volume>23</volume><issue>5</issue><spage>431</spage><epage>440</epage><pages>431-440</pages><issn>0951-354X</issn><eissn>1758-6518</eissn><abstract>Purpose - The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education teaching positions through the theoretical perspectives of organizational learning and organizational culture. The paper aims to describe the influence of increased legal requirements on current or former tenured special education teacher attrition or retention by reporting their reasons for staying or leaving.Design methodology approach - A qualitative multiple case study of two units of analysis was conducted through a constructionist epistemology. Data were collected from 40 current and former tenured special education teachers through focus groups, semi-structured interviews, the Left Hand and Right-Hand Column Case Method, and review of appropriate documents. The data collected were analyzed using text analysis software, content analysis, and pattern matching.Findings - Four salient findings from the paper are: current tenured special education teachers want to be listened to and have their needs considered; current tenured special education teachers feel overwhelmed by the workload related to state assessments; current and former tenured special education teachers believe that legally-required changes affected them in practice; and current and former tenured special education teachers perceive that time requirements for administrative tasks reduce time for student services.Practical implications - Implications for praxis include organizational learning and organizational culture that encourage listening to the experience of tenured special education teachers and including them in decisions that affect them in an effort to retain them.Originality value - The paper assesses the impact of increased legal requirements on special education teacher retention and attrition.</abstract><cop>Bradford</cop><pub>Emerald Group Publishing Limited</pub><doi>10.1108/09513540910970520</doi><tpages>10</tpages></addata></record> |
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| identifier | ISSN: 0951-354X |
| ispartof | International journal of educational management, 2009-06, Vol.23 (5), p.431-440 |
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| language | eng |
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| source | Emerald A-Z Current Journals |
| subjects | Beginning Teacher Induction Beginning Teachers Case Studies Compliance (Legal) Computer Software Content Analysis Corporate culture Education Educational Assessment Epistemology Experienced Teachers Faculty Mobility Focus Groups Government agencies Individualized Education Programs Individuals with Disabilities Education Improvement Act 2004-US Interviews Learning Learning organizations Licenses No Child Left Behind Act 2001-US Organizational Culture Organizational Development Organizational learning Retention School Districts School Law Schools Special Education Special Education Teachers State Regulation Students Studies Teacher Attitudes Teacher Persistence Teacher retention Teachers Teaching Teaching Conditions Working conditions |
| title | Special education teacher retention and attrition: the impact of increased legal requirements |
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