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ERIC Number: EJ1133272
Record Type: Journal
Publication Date: 2017-May
Pages: 20
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-1741-1432
Key Influences on Special Education Teachers' Intentions to Leave: The Effects of Administrative Support and Teacher Team Efficacy in a Mediational Model
Conley, Sharon; You, Sukkyung
Educational Management Administration & Leadership, v45 n3 p521-540 May 2017
The subject of special education teachers' intentions to leave has been a longstanding concern of researchers and practitioners. This paper reports on a study that examined the workplace predictors of teachers' intentions to leave for a nationally representative USA sample of 2,060 secondary school special education teachers (with students aged approximately 13-18). Structural equation modeling was used to assess the plausibility of a conceptual model, specifying linkages among special education teachers' perceptions of workplace factors, job satisfaction and commitment, and teachers' intentions to leave. Using the 2007-2008 Schools and Staffing Survey data set, two models were tested to assess job satisfaction and commitment as mediators. Administrative support and teacher team efficacy had strong, significant direct and indirect effects on special education teachers' intentions to leave. Teacher job design/autonomy, poor socio-economic/human conditions, and student disengagement also exerted significant indirect effects through satisfaction and commitment. However, administrative support and team efficacy were the most important for these teachers in their effects. Among several demographic variables, teacher age was the most powerful demographic factor, with more experienced teachers having lower intentions to leave. The authors suggest that several conditions and attitudes embedded in the teachers' responses are influenced by administrators. [This work was conducted with permission from the Institute of Education Sciences for use of the Schools and Staffing Survey (SASS) data set.]
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)