The Association between Teaching Students with Disabilities and Teacher Turnover

Autor/inn/en	Gilmour, Allison F.; Wehby, Joseph H.
Titel	The Association between Teaching Students with Disabilities and Teacher Turnover
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.1042-1060 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000394
Schlagwörter	Students with Disabilities; Inclusion; Regular and Special Education Relationship; Teaching Conditions; Teacher Persistence; Symptoms (Individual Disorders); Special Education Teachers; Correlation; Emotional Disturbances; Behavior Disorders; Institutional Characteristics; Teacher Characteristics; Student Characteristics; Teacher Certification; Labor Turnover; Teacher Burnout; North Carolina + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Lehrbedingungen; Unterrichtsbedingungen; Psychiatrische Symptomatik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Korrelation; Gefühlsstörung; Burnout-syndrom; Burnout; Burnout-Syndrom
Abstract	More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet SWDs' educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education certified teachers' decisions to leave their school. We fit multilevel logistic regression models to a large state administrative dataset in order to examine (a) if the percentage of SWDs a teacher instructs was associated with turnover, (b) if this association varied by student disability, and (c) how these associations were moderated by special education certification. The percentage of SWDs in teachers' classes was associated with an increase in the odds of turnover after controlling for teacher, classroom, and school characteristics. This association was moderated by special education certification such that there was not an association between the percentage of SWDs in these teachers' classes and their odds of turnover. Teaching students with emotional/behavioral disorders was associated with a large increase in the odds of turnover for all categories of teachers. Results suggest the need for more training and supports for teachers with SWDs in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01