An Exploration of Nontenured Special Education Teacher Attrition

Autor/in	Vandercar, Matthew Damian
Titel	An Exploration of Nontenured Special Education Teacher Attrition
Quelle	(2020), (138 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-1821-8
Schlagwörter	Hochschulschrift; Dissertation; Nontenured Faculty; Special Education Teachers; Faculty Mobility; Mentors; Public Schools; Elementary School Teachers; Middle School Teachers; Suburban Schools; Teacher Attitudes; Teacher Administrator Relationship; Recordkeeping; Barriers; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerverhalten; Leistungsnachweis
Abstract	This qualitative study included seven nontenured special education teachers, all of whom were assigned more experienced teachers as mentors. The study was conducted in public elementary and middle schools located in the western suburbs of Chicago, IL. During data analysis, four themes were identified as either obstacles these teachers shared or commonalities of their mentoring experiences. These themes were: (a) having a "go-to" mentor, (b) lack of administrative support, (c) pressure from colleagues, and (d) abundance of paperwork. Based on the research, the following conclusions were presented. The most important component is to have a personal mentor experienced in special education. Another critical factor is support from administration. In this study, contributors consistently reported a lack of support from their director of special education and superintendent. The most surprising and repetitive conclusion was these teachers felt a great deal of pressure from colleagues. All seven participants in this study reiterated this sentiment. The final conclusion was not a surprise. It focused on the taxing obstacle of special education-related paperwork. This topic has been researched extensively and the problem doesn't seem to be getting any better. Recommendations for curbing the problem of special education teacher attrition include: (1) Research special education teacher induction using a mentor in the same field. (2) Include special education directors and superintendents as key members of the mentoring process. (3) Educate both general and special education personnel in each other's roles to be more empathetic toward each other. (4) Reduce burdensome paperwork through reduction or delegation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01