ERIC Number: EJ1061735
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 35
Responsibilities and Instructional Time: Relationships Identified by Teachers in Self-Contained Classes for Students with Emotional and Behavioral Disabilities
Bettini, Elizabeth; Kimerling, Jenna; Park, Yujeong; Murphy, Kristin M.
Preventing School Failure, v59 n3 p121-128 2015
Teachers of students with emotional and behavioral disabilities face complex challenges supporting students' academic and behavioral needs. These teachers require support from administrators, but administrators are seldom prepared to provide support. Furthermore, research seldom operationalizes support in ways that provide actionable advice to administrators. Prior research indicates that teachers frequently feel overburdened with excessive responsibilities, and they often provide insufficient instructional opportunities for students with emotional and behavioral disabilities. However, prior research has not determined whether a relationship exists between teachers' responsibilities and their instruction. Therefore, this study examines the relationship between teachers' instructional time and the extra responsibilities they have. Results suggest that teachers' noninstructional responsibilities are associated with less instructional time. Despite limitations to data collection methods, these findings have significant implications for administrative support.
Descriptors: Emotional Problems, Behavior Problems, Disabilities, Special Needs Students, Teacher Responsibility, Instructional Effectiveness, Time Perspective, School Support, Teacher Administrator Relationship, Educational Trends, Correlation, Journal Writing, Semi Structured Interviews, Incidence, Time Factors (Learning), Teaching Load, Teacher Attitudes, Elementary Secondary Education, Educational Practices, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A