NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833586
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0890-6459
Autonomy in the Preservice Teacher: A Retention Factor for Special Education
Paige, Susan Mary
Teacher Education and Practice, v20 n4 p357-375 Fall 2007
The current shortage of teachers, owing primarily to retention and the shortfall in the field of special education, presents serious staffing concerns for serving children with special needs. Beyond supply considerations, teacher preparation programs are an integral part of the solution. Deci, Koestner, and Ryan (1999) described the role of autonomy in promoting job satisfaction, employee production, and retention. Teacher education programs must recognize the importance of this affective characteristic and take leadership in preparing preservice teachers to function autonomously in the culture of schools. The purpose of this study was to describe and measure the autonomy of undergraduate special education preservice teachers and the effects of the autonomy of the cooperating teacher on the preservice teacher. Findings indicate an overall increase in preservice teachers' autonomy; however, the autonomy of the cooperating teacher accounted for a 14% decline in preservice teachers' autonomy. Recommendations for future research are presented. (Contains 7 tables.)
Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A