2022
DOI: 10.1177/00144029221081239
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Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

Abstract: We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working conditions) as moderators and disaggregating types of teacher mobility. Before accounting for other variables, the percentage of SWD, and the percentage of students with most specific disabilities, in teachers’ classes were … Show more

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Cited by 9 publications
(3 citation statements)
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“…Inclusive education calls for the right of all students to participate in general education [1]. Many students have special needs concerning their learning, emotional, and social development, and thus they are often perceived as a challenge in inclusive schools [5]. Furthermore, evidence suggests that students with special needs show lower self-regulation than their peers without SEN [6].…”
Section: Introduction 1inclusive Education Of Students With Special N...mentioning
confidence: 99%
“…Inclusive education calls for the right of all students to participate in general education [1]. Many students have special needs concerning their learning, emotional, and social development, and thus they are often perceived as a challenge in inclusive schools [5]. Furthermore, evidence suggests that students with special needs show lower self-regulation than their peers without SEN [6].…”
Section: Introduction 1inclusive Education Of Students With Special N...mentioning
confidence: 99%
“…Trust and collaboration among teachers are even more important in special education. In fact, stable collegial relations and collaboration are related to better career prospects for special education teachers (Gilmour et al, 2022), who commonly feel undermined as their duties and responsibilities are blurred (Garwood et al, 2023). Stability in mainstream schools with mainstream teachers providing support and empowerment to special educators, can increase feelings of devotion and facilitate the inclusion of students with disabilities from diverse cultural backgrounds (Garwood et al, 2023).…”
Section: Constant Teacher Instabilitymentioning
confidence: 99%
“…We contend that intervening at the individual teacher level to decrease burnout is a limited way to support implementation of effective interventions and to improve conditions for students with EBD and their teachers. Students with EBD are taught within schools with specific working conditions that influence their teachers’ affect (Bettini, Cumming, et al, 2020), instruction (Kraft & Papay, 2014), and career decisions (Bettini, Gilmour, et al, 2020; Gilmour, Neugebauer, et al, 2022; Gilmour, Nguyen, et al, 2022; Johnson et al, 2012).…”
mentioning
confidence: 99%