The Working Conditions and Induction Support of Early Career Special Educators
This article presents a profile of early career special educators' (n = 1,153) working conditions, induction support, and career plans using data from the Study of Personnel Needs in Special Education (SPeNSE). The majority of respondents are Caucasion and female, and 80% are certified for thei...
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| Veröffentlicht in: | Exceptional children 2004-04, Vol.70 (3), p.333-347 |
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| creator | Billingsley, Bonnie Carlson, Elaine Klein, Sheri |
| description | This article presents a profile of early career special educators' (n = 1,153) working conditions, induction support, and career plans using data from the Study of Personnel Needs in Special Education (SPeNSE). The majority of respondents are Caucasion and female, and 80% are certified for their main assignments. Most respondents reported receiving informal support from other teachers and viewed this informal support as more valuable than other forms of support. Approximately 60% of respondents participated in formal mentoring, although one third did not find this support helpful. Those who reported higher levels of induction support reported greater job manageability and success in getting through to difficult students. School climate was related to teachers' intent to remain in special education. |
| doi_str_mv | 10.1177/001440290407000305 |
| format | Article |
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| ispartof | Exceptional children, 2004-04, Vol.70 (3), p.333-347 |
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| subjects | Attrition (Research Studies) Beginning Teachers Biological and medical sciences Careers Educational Environment Educational Quality Health staff related problems. Vocational training Logical Thinking Medical sciences Personnel Needs Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Social psychiatry. Ethnopsychiatry Special Education Special Education Teachers Student Behavior Teaching Working conditions |
| title | The Working Conditions and Induction Support of Early Career Special Educators |
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