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Special Education Teacher Perception of Administrative Supports That Encourage, Decrease Burnout, and Reduce Attrition.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Special Education Teacher Perception of Administrative Supports That Encourage, Decrease Burnout, and Reduce Attrition./
作者:	Beebe, Jay.
面頁冊數:	1 online resource (133 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355372304

Special Education Teacher Perception of Administrative Supports That Encourage, Decrease Burnout, and Reduce Attrition.
Beebe, Jay.

Special Education Teacher Perception of Administrative Supports That Encourage, Decrease Burnout, and Reduce Attrition. - 1 online resource (133 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

The field of special education is facing a shortage of teachers. A shortage of special education teachers is an example of a pressing issue within education. The problem is that teacher attrition rates are among the highest within special education. Many special education teachers are leaving the profession after a few years of teaching for varied reasons, but burnout stands are noticeable reason. Retaining special education teachers is critical to resolving the problem of special education teacher shortages. The purpose of this qualitative case study was to identify what key administrative supports are critical in reducing teacher burnout and therefore retaining special education teachers. A qualitative research design was used in this research study. A group of special education teachers from a public school in northeast Georgia was interviewed using open box dialogue via Qualtrics. The interviews illuminated specific supports that teachers perceive to be both helpful and meaningful. Three research questions guided this study. First, what specific supports from administrators encourage special education teachers? Second, what specific supports from administrators reduce stress levels in special education teachers? Third, what specific supports from administrators may help reduce attrition rates in the field of special education? The results of this study indicate that teacher perceptions of administrative support is varied, but that teachers find supports from administration critical and essential to reducing burnout. Specific encouragements such as incentives, words of affirmation, and kind gestures were themes that occurred across the sample population. The participants collectively agreed that administrators have the responsibility of addressing burnout in special education teachers. Specifically, administrators can provide the opportunity to include stress reducers such as professional learning, physical activity, meditation, and self-care events. Recommendations for administrators include engaging special education teachers to determine what stress reducers work amongst their teachers. Recommendations for future studies include a broader population sample. New information garnered from this study may address the problem of special education teacher attrition by understanding what supports possibly reduce burnout. The information gleaned in the study also may enrich the special education community by providing details on how to retain special education teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355372304Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Special Education Teacher Perception of Administrative Supports That Encourage, Decrease Burnout, and Reduce Attrition.
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520 $a The field of special education is facing a shortage of teachers. A shortage of special education teachers is an example of a pressing issue within education. The problem is that teacher attrition rates are among the highest within special education. Many special education teachers are leaving the profession after a few years of teaching for varied reasons, but burnout stands are noticeable reason. Retaining special education teachers is critical to resolving the problem of special education teacher shortages. The purpose of this qualitative case study was to identify what key administrative supports are critical in reducing teacher burnout and therefore retaining special education teachers. A qualitative research design was used in this research study. A group of special education teachers from a public school in northeast Georgia was interviewed using open box dialogue via Qualtrics. The interviews illuminated specific supports that teachers perceive to be both helpful and meaningful. Three research questions guided this study. First, what specific supports from administrators encourage special education teachers? Second, what specific supports from administrators reduce stress levels in special education teachers? Third, what specific supports from administrators may help reduce attrition rates in the field of special education? The results of this study indicate that teacher perceptions of administrative support is varied, but that teachers find supports from administration critical and essential to reducing burnout. Specific encouragements such as incentives, words of affirmation, and kind gestures were themes that occurred across the sample population. The participants collectively agreed that administrators have the responsibility of addressing burnout in special education teachers. Specifically, administrators can provide the opportunity to include stress reducers such as professional learning, physical activity, meditation, and self-care events. Recommendations for administrators include engaging special education teachers to determine what stress reducers work amongst their teachers. Recommendations for future studies include a broader population sample. New information garnered from this study may address the problem of special education teacher attrition by understanding what supports possibly reduce burnout. The information gleaned in the study also may enrich the special education community by providing details on how to retain special education teachers.
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