This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and related services providers indicated administrative support, availability of support personnel, access to curricula, adequate time for paperwork, years of teaching students with EBD, and behavior management approach used are significantly related to participants' intent to stay or leave. Physical injury by a student was among factors reported as not significant. This study is discussed in terms of its implications for addressing the current shortage of EBD teachers. C 2009 Wiley Periodicals, Inc.At a time when the number of students with challenging behaviors is increasing, a shortage exists of general and special education teachers who are qualified and willing to work with these students with challenging behaviors. Surveys of teacher-given reasons for leaving the profession have identified broad themes of a taxing workload, excessive paperwork, and a negative school climate. Efforts are needed in the workplace and in teacher preparation programs to identify and reduce the risk factors common to teachers likely to leave the profession and to enhance the resiliency factors common to teachers likely to stay.

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