Key Influences on Special Education Teachers' Intentions to Leave: The Effects of Administrative Support and Teacher Team Efficacy in a Mediational Model

Autor/inn/en	Conley, Sharon; You, Sukkyung
Titel	Key Influences on Special Education Teachers' Intentions to Leave: The Effects of Administrative Support and Teacher Team Efficacy in a Mediational Model
Quelle	In: Educational Management Administration & Leadership, 45 (2017) 3, S.521-540 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143215608859
Schlagwörter	Special Education Teachers; Intention; Teacher Persistence; Predictor Variables; Secondary School Teachers; Structural Equation Models; National Surveys; Elementary Secondary Education; Work Environment; Job Satisfaction; Socioeconomic Influences; Learner Engagement; Administrator Role; Teamwork; Age Differences; Teaching Experience; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Prädiktor; Arbeitsmilieu; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Sozioökonomischer Faktor; Age; Difference; Age difference; Altersunterschied
Abstract	The subject of special education teachers' intentions to leave has been a longstanding concern of researchers and practitioners. This paper reports on a study that examined the workplace predictors of teachers' intentions to leave for a nationally representative USA sample of 2,060 secondary school special education teachers (with students aged approximately 13-18). Structural equation modeling was used to assess the plausibility of a conceptual model, specifying linkages among special education teachers' perceptions of workplace factors, job satisfaction and commitment, and teachers' intentions to leave. Using the 2007-2008 Schools and Staffing Survey data set, two models were tested to assess job satisfaction and commitment as mediators. Administrative support and teacher team efficacy had strong, significant direct and indirect effects on special education teachers' intentions to leave. Teacher job design/autonomy, poor socio-economic/human conditions, and student disengagement also exerted significant indirect effects through satisfaction and commitment. However, administrative support and team efficacy were the most important for these teachers in their effects. Among several demographic variables, teacher age was the most powerful demographic factor, with more experienced teachers having lower intentions to leave. The authors suggest that several conditions and attitudes embedded in the teachers' responses are influenced by administrators. [This work was conducted with permission from the Institute of Education Sciences for use of the Schools and Staffing Survey (SASS) data set.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01