scholarly journals A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention

2000 ◽  
Author(s):  
Danielle Sheldrake
Keyword(s):  
Special Education ◽  
Comparative Study ◽  
Teacher Perceptions ◽  
Teacher Attrition ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Special Education Teacher Attrition

Special teacher perceptions of vocational education for mildly handicapped students in rural, urban, and suburban high schools

1987 ◽  
Vol 8 (3) ◽  
pp. 33-39
Author(s):  
Cleborne D. Maddux ◽  
Steve Arvig
Keyword(s):  
Special Education ◽  
High Schools ◽  
Teacher Perceptions ◽  
Vocational Education ◽  
Special Education Teacher ◽  
Vocational Programs ◽  
Demographic Information ◽  
Education Teacher ◽  
Suburban High Schools ◽  
Interest Inventories

A questionnaire was mailed to a special education teacher in each of the 127 high schools in the state of Arizona. The questionnaire included demographic information and five questions related to career and vocational education for mildly handicapped students. Most high schools report administering vocational interest inventories, but less than 60% actually use the results when placing students into vocational programs. Analysis of the data after categorizing schools as rural, urban, and suburban indicates significantly different responses on three of the five questions, with fewer rural schools administering interest inventories, using the results of such inventories for placement, and placing mildly handicapped students in special vocational programs.

Working in Special Education: Factors that Enhance Special Educators' Intent to Stay

2001 ◽  
Vol 67 (4) ◽  
pp. 549-567 ◽  
Author(s):  
Russell Gersten ◽  
Thomas Keating ◽  
Paul Yovanoff ◽  
Mark K. Harniss
Keyword(s):  
Special Education ◽  
Teacher Attrition ◽  
Special Educators ◽  
Intent To Stay ◽  
Job Design ◽  
Urban School Districts ◽  
Special Education Teacher ◽  
Key Factor ◽  
The Relationship ◽  
Special Education Teacher Attrition

This article presents findings from a study of factors that lead to special education teacher attrition and retention involving 887 special educators in three large urban school districts. We focus on a path analysis of the relationship between intent to stay in the field and factors such as job satisfaction, commitment to special education teaching, and various aspects of job design. Findings suggest several critical factors to consider in order to increase retention and commitment. A leading negative factor was stress due to job design. Perceived support by principals or other teachers in the school helped alleviate this stress. Another key factor was the sense that special educators were learning on the job, either formally or informally, through collegial networks.

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