School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers' Stress and Coping Profiles

Autor/inn/en	Herman, Keith C.; Sebastian, James; Eddy, Colleen L.; Reinke, Wendy M.
Titel	School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers' Stress and Coping Profiles
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 2, S.120-131 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221148974
Schlagwörter	Instructional Leadership; Special Education; Stress Variables; Coping; Well Being; Special Education Teachers; Professional Isolation; Educational Environment; Institutional Characteristics; Leadership Styles; Collegiality; School Safety; Expectation; Teacher Attitudes; Discipline Policy; Academic Achievement; Teacher Burnout; Teacher Persistence; Leadership Training; Teacher Surveys; Kindergarten; Elementary Secondary Education; Oklahoma; Missouri + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bewältigung; Well-being; Wellness; Wohlbefinden; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Führungsstil; Kollegialität; Expectancy; Erwartung; Lehrerverhalten; Disziplinarmaßnahme; Schulleistung; Burnout-syndrom; Burnout; Burnout-Syndrom; Führungslehre
Abstract	Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student well-being. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers (N = 404). Consistent with several prior studies with general education teachers and principals, we found three profiles: normative (high stress/high coping), maladaptive (high stress/low coping), and adaptive (low stress/high coping). Next, we examined school contextual predictors of these profiles including leadership characteristics (collegial, instructional), density of special education teachers (an indicator of professional isolation), and climate factors (teacher affiliation, school structure and support, safety, expectations). The maladaptive class was distinguished by a lower proportion of special education teachers, worse perceptions of school disciplinary structure and school safety, and higher academic expectations. The findings have implications for improving the burnout model presented in the special series overview and for creating school contexts that improve special education teacher well-being, persistence, and implementation fidelity. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01