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ERIC Number: ED517271
Record Type: Non-Journal
Publication Date: 2010
Pages: 78
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-1555-2
ISSN: N/A
The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention
Vossler, Victoria L.
ProQuest LLC, Ed.D. Dissertation, University of Kansas
The attrition of special education teachers greatly affects the quality of special education services districts can provide for students with disabilities and creates an ongoing challenge for educational leaders. It is essential to understand the factors influencing special education teachers' decisions to leave or remain in the field. If educational leaders could be assured that newly hired special education teachers had the necessary qualities to successfully persevere in special education, the services districts provide to students could be greatly improved. The quality of education that students with disabilities receive may be negatively affected if districts are forced to hire inexperienced or uncertified teachers. This study involved field testing employment interview questions involving work related variables that could then be included within the special education version of the Interactive Computer Interview System (ICIS) structured interview to add a predictive measure of potential teacher retention. Participants in this study were former and current special education teachers selected from school districts located in Northeast Kansas. Using questions developed from the extant literature, current and former special education teachers were interviewed and also asked to rank seven factors related to teacher retention. Reliability of the instrument was analyzed using Cronbach's alpha to determine if retention could be predicted through interview questions. The overall Cronbach's alpha for the final instrument after reconfiguration to a three item scale was [alpha]=0.067. An independent samples "t"-test was conducted to evaluate the means and variability of the two groups identified as former and current special education teachers. Current special education teachers 4 had slightly higher mean scores and lower standard deviations on the retention questions. Overall the difference found between the two groups approaches significance, but is not considered to be statistically significant. When the instrument was reconfigured, a theme of administrative support emerged. Thus, this study found that support is a strong retention factor for special education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas