Predicting Special Educators’ Intent to Continue Teaching Students with Emotional or Behavioral Disorders in Self-Contained Settings
Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, b...
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| Veröffentlicht in: | Exceptional children 2020-01, Vol.86 (2), p.209-228 |
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| creator | Bettini, Elizabeth Cumming, Michelle M. O’Brien, Kristen Merrill Brunsting, Nelson C. Ragunathan, Maalavika Sutton, Rachel Chopra, Akash |
| description | Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which conditions are most important for these special educators. Using structural equation modeling to analyze data from a national survey, we found that special educators’ perceptions of adequacy of planning time, workload manageability, stress, and emotional exhaustion mediated relationships between other working conditions and intent to stay. Specifically, special educators who reported that they (a) spent more time planning outside school (b) supervised more paraprofessionals, (c) had limited access to curricular resources, and (d) served more heterogeneous instructional groups were more likely to report having insufficient planning time, unmanageable workloads, stress, emotional exhaustion, and intent to leave. Results imply that administrators should target planning time, curricular resources, and instructional grouping. |
| doi_str_mv | 10.1177/0014402919873556 |
| format | Article |
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Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which conditions are most important for these special educators. Using structural equation modeling to analyze data from a national survey, we found that special educators’ perceptions of adequacy of planning time, workload manageability, stress, and emotional exhaustion mediated relationships between other working conditions and intent to stay. Specifically, special educators who reported that they (a) spent more time planning outside school (b) supervised more paraprofessionals, (c) had limited access to curricular resources, and (d) served more heterogeneous instructional groups were more likely to report having insufficient planning time, unmanageable workloads, stress, emotional exhaustion, and intent to leave. 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| ispartof | Exceptional children, 2020-01, Vol.86 (2), p.209-228 |
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| source | Access via SAGE; Education Source |
| subjects | Behavior Disorders Burnout Educational Resources Elementary Secondary Education Emotional Disturbances Faculty Workload Intention Mainstreaming National Surveys Occupational stress Planning Self Contained Classrooms Special Education Teachers State Surveys Stress Variables Structural Equation Models Student Characteristics Students with Disabilities Teacher Burnout Teacher Persistence Teacher Role Teaching Conditions Time Working conditions |
| title | Predicting Special Educators’ Intent to Continue Teaching Students with Emotional or Behavioral Disorders in Self-Contained Settings |
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