Principals play a crucial role in the level of job satisfaction and the retention of special educators. This article highlights issues surrounding the need for administrative support, especially for teachers of children with emotional and/or behavioral disabilities (ED/BD).
Get full access to this article
View all access options for this article.
References
1.
Ax, M., and J. T. Stephens. 1998. Attrition and competencies of teachers who teach students with emotional or behavioral disorders. Paper presented at the Spring Tonic Teachers Conference, Manitowoc, Wis., April.
2.
Billingsley, B. S., D. Bodkins, and M. B. Hendricks. 1993. Why special educators leave teaching: Implications for administrators. Case in Point7 (2): 23–39.
3.
Bloom, L., and E. Bacon. 1995. Professional portfolios: An alternative perspective on the preparation of teachers of students with behavioral disorders. Behavioral Disorders4: 290–300.
4.
Boe, E. E., L. Cook, M. Kaufman, and L. Danielson. 1996. Special and general educators in public schools: Sources of supply in national perspective. Research Report 1995-TSD1. Philadelphia: Center for Research and Evaluation in Social Policy, Graduate School of Education, University of Pennsylvania.
5.
Brownell, M. T., S. W. Smith, and M. D. Miller. 1994. [Teacher attrition rates in Florida: A 3-year study]. Unpublished raw data.
6.
Brownell, M., and S. Smith. 1992. Attrition/retention of special education teachers: Critique of current research and recommendations for retention efforts. Teacher Education and Special Education15: 229–248.
7.
Brownell, M., and S. Smith. 1993. Understanding special education teacher attrition: A conceptual model and implications for teacher educators. Teacher Education and Special Education16: 270–282.
8.
Bullock, L. M., L. L. Ellis, and M. J. Wilson. 1994. Knowledge/skills needed by teachers who work with students with severe emotional/behavioral disorders: A revisitation. Behavior Disorders19: 108–125.
9.
Conderman, G., J. T. Stephens, and M. Hazelkorn. 1999. A select method to certify special education teachers. Kappa Delta Pi Record36: 16–18.
10.
Cooley, E., and P. Yovanoff. 1996. Supporting professionals-at-risk: Evaluating interventions to reduce burnout and improve retention of special educators. Exceptional Children62: 336–355.
11.
Cross, L. H., B. S. Billingsley. 1994. Testing a model of special educators’ intent to stay in teaching. Exceptional Children60: 411–421.
12.
George, N. L., M. P. George, R. Gersten, and J. R. Grosenick. 1995. To leave or to stay? An exploratory study of teachers of students with emotional and behavioral disorders. Remedial and Special Education16: 227–236.
13.
Johnson, A. B., V. Gold, and L. L. Vickers. 1982. Stress and teachers of the learning disabled, behavior disordered, and educable mentally retarded. Psychology in the Schools19: 552–557.
14.
Katsiyannis, A., G. Conderman, and D. Franks. 1996. Students with disabilities: Inclusionary planning and the school principal. NASSP Bulletin80 (578): 81–86.
15.
Lawrenson, G. M., and A. J. McKinnon. 1982. A survey of classroom teachers of the emotionally disturbed: Attrition and burnout factors. Behavioral Disorders8: 41–49.
16.
McManus, M. E., and J. M. Kauffman. 1991. Working conditions of teachers of students with behavioral disorders: A national survey. Behavioral Disorders16: 247–259.
17.
Platt, J. M., and J. Olson. 1990. Why teachers are leaving special education: Implications for preservice and inservice educators. Teacher Education and Special Education13: 192–196.
18.
Pullis, M.1992. An analysis of the occupational stress of teachers of the behaviorally disturbed: Sources, effects, and strategies for coping. Behavioral Disorders17: 191–201.
19.
Putnam, M. L., and D. V. Habanek. 1993. A national survey of certification requirements for teachers of students with mild handicaps: States of confusion. Teacher Education and Special Education16: 155–160.
20.
Sack, J. L.1999. All classes of spec. ed. teachers in demand throughout nation. Education Week, 24 March, 1-1,12–15.
21.
Singh, K., and B. Billingsley. 1996. Intent to stay in teaching. Remedial and Special Education17: 37–47.
22.
Smith-Davis, J., and B. S. Billingsley. 1993. The supply/demand puzzle. Teacher Education and Special Education16: 205–218.
23.
Westling, D. L., and T. M. Whitten. 1996. Rural special educator teachers’ plans to continue or leave their teaching positions. Exceptional Children62: 319–335.
24.
Williams, D.1990. Listening to today's teachers. Teacher Education and Special Education13 (3/4): 149–153.
25.
Wisniewski, L., and R. M. Gargiulo. 1997. Occupational stress and burnout among special educators: A review of the literature. The Journal of Special Education31 (3): 325–346.
26.
Yee, S.1990. Career in the classroom: When teaching is more than a job. New York: Teachers College Press.
