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ERIC Number: EJ907101
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0009-8655
How School Administrators Influence the Retention of Teachers of Students with Emotional and Behavioral Disorders
Prather-Jones, Bianca
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v84 n1 p1-8 2011
This study was a qualitative investigation of the reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in that field. The study focused on the positive findings of why teachers stay, rather than the negative findings of why teachers leave (which currently dominate the field). The findings of this study indicate that having a sufficient level of support is a major factor influencing these teachers' career decisions. The study found that support was especially critical during teachers' initial years in the field, and that continued support, from both administrators and colleagues, was an important factor in their decisions to remain in their current teaching positions. Findings also revealed three specific characteristics of the administrative support that participants believed contributed to their perseverance in this challenging field. Implications regarding administrator preparation are also discussed. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A