ERIC Number: EJ1070250
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 24
Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders
Cancio, Edward J.; Albrecht, Susan Fread; Johns, Beverley H.
Education and Treatment of Children, v36 n4 p71-94 2013
Special education faces serious shortages of teachers, and the area of special education teaching with the greatest shortage is in the field emotional and behavioral disorders (EBD). This study was conducted to identify the perceptions of current teachers of students with EBD on the definition of and the extent and importance of administrative support to identify contemporary factors affecting teacher longevity in the field. A survey of CCBD members who teach students with EBD was used to examine the effects of perceived administrative support on teacher stress, job satisfaction, and school commitment with intent to stay in the field. The results of the study indicated characteristics of administrative support significantly correlated with intent to stay in the field, extent of support, opportunities for growth, appreciation and trust, job satisfaction, and positive views of their school. In addition, examination revealed specific administrative behaviors influenced the decision of teachers of students with EBD regarding longevity in the field.
Descriptors: Special Education Teachers, Faculty Mobility, Teacher Shortage, Emotional Disturbances, Behavior Problems, Teacher Attitudes, Stress Variables, Job Satisfaction, Teacher Persistence, Teacher Burnout, Teacher Surveys, Guidance, Feedback (Response), Trust (Psychology), Professional Development, Correlation, Regression (Statistics), Social Support Groups, Statistical Analysis, Factor Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A