ERIC Number: ED467269
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Beginning Special Educators: Characteristics, Qualifications, and Experiences. SPeNSE Summary Sheet.
Billingsley, Bonnie S.
This report from the Study of Personnel Needs in Special Education (SPeNSE) provides a profile of the characteristics, qualifications, work experiences, and career plans of teachers with fewer than 3 years of experience. Findings indicate: (1) beginning teachers were more likely to work in suburban systems (50 percent); (2) the majority do not relocate to accept teaching positions; (3) the average first-year salary was $27,667 for those with a bachelors degree and $30,468 for those with a masters degree; (4) 71% were not fully certified for their main assignments; (5) a higher percentage of beginning teachers who serve students with emotional disturbances enter through alternative certification programs (27%); (6) 84% rate the quality of their teacher preparation programs as exceptional, good, or very good; (7) beginning special educators were less positive than more experienced teachers in characterizing their own job performance; (8) 65% report having a formal mentoring program available to them; (9) teachers were significantly less likely to indicate intent to stay in teaching than their more experienced colleagues, with only 54% planning to stay until retirement; (12) variables that predicted intent to leave teaching included not having any teaching certificate, paperwork that interferes with teaching, and age. (CR)
Descriptors: Alternative Teacher Certification, Beginning Teacher Induction, Beginning Teachers, Disabilities, Diversity (Student), Elementary Secondary Education, Environmental Influences, Faculty Workload, Mentors, Postsecondary Education, Predictor Variables, Preservice Teacher Education, Special Education Teachers, Student Teaching, Teacher Attitudes, Teacher Burnout, Teacher Certification, Teacher Characteristics, Teacher Competencies, Teacher Education, Teacher Persistence, Work Environment
For full text: http://www.spense.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Westat, Inc., Rockville, MD.