ERIC Number: ED421846
Record Type: RIE
Publication Date: 1995-Mar
Reference Count: N/A
Developing and Evaluating Interventions Aimed at Increasing Retention of Special Education Teachers (Teacher Support & Retention Project). Final Report.
This final report describes the activities and outcomes of a 3-year federally funded project that developed and evaluated interventions aimed at increasing retention of special education teachers. The interventions developed and evaluated consisted of: (1) a series of stress management workshops aimed at preventing or alleviating teacher burnout, and (2) a peer collaboration program designed to facilitate supportive collegial interactions among pairs of teachers regarding work-related problems. A modified cross-over design, in which 92 special educators were randomly assigned to either of two treatment groups or a wait-list control group, was used to evaluate the interventions' effects on factors correlated with actual turnover. The intervention package was developed, implemented, and evaluated in one site during the first 15 months of the project, and was then replicated in the study's second year at another site. After participating in the 10-week, two-part program that consisted of stress management and peer collaboration, participants felt less burned out, and felt more satisfied with and committed to their jobs. The report contains an overview of the problem of high turnover rates in special education, the specific goals and objectives of the project, and the research findings. (Contains 54 references.) (CR)
Descriptors: Disabilities, Elementary Secondary Education, Intervention, Peer Relationship, Postsecondary Education, Program Effectiveness, Special Education Teachers, Stress Management, Teacher Burnout, Teacher Collaboration, Teacher Morale, Teacher Persistence, Teacher Workshops, Teaching Conditions
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: WestEd, San Francisco, CA.