A Case Study of Factors That Influenced the Attrition or Retention of Two First-Year Special Education Teachers

Autor/in	Grant, Marquis C.
Titel	A Case Study of Factors That Influenced the Attrition or Retention of Two First-Year Special Education Teachers
Quelle	In: Journal of the American Academy of Special Education Professionals, (2017), S.77-84 (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Case Studies; Special Education; Special Education Teachers; Faculty Mobility; Teacher Persistence; Beginning Teachers; Qualitative Research; Teacher Effectiveness; Teacher Burnout; Middle School Teachers; Questionnaires; Teaching Methods; Individualized Education Programs; Interviews + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Burnout-syndrom; Burnout; Burnout-Syndrom; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Individualized education program; Individualisierendes Lernen; Interviewing; Interviewtechnik
Abstract	The issue of attrition and retention has been a chronic problem in the field of education for decades. School districts across the United States are experiencing shortages of qualified special education teachers largely due to high turnover rates, with many of these teachers electing not to return after their first year of teaching. In fact, roughly nine percent of special educators not return to the profession after their first year, citing themes such as lack of administrative support, excessive paperwork and burnout as primary factors that prompted their decision to leave. The purpose of this study was to identify problems faced by two novice special educators from their own perspective. Further analysis of the research data produced additional themes, including poor co-teaching relationships, the use of ineffective co-teaching models, student behavior, time management, paperwork, isolationism, time management, ambiguous special education practices and procedures. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06