Teachers' Decisions To Transfer From Special To General Education

Abstract

primary reasons cited for leaving special education suggest that teachers transfer from special to general education because of administrative factors and the stress involved in working with special education students. Implications for educational agencies are addressed.

Early Career Special Education Teachers’ Perceptions of School Site Induction Support

“…This finding adds to previous research related to satisfaction in the work place as a motivator for retention (Billingsley & Cross, 1991;Gersten et al, 2001). This study should promote educational researchers to further the research related to this area.…”

“…Much of the research in special education attrition shows that a lack of administrative support is the underlying reason for teachers leaving special education (Billingsley & Cross, 1991;Edgar & Pair, 2005;Kaff, 2004). Special education teachers report many of the same reasons for burnout as their general education peers Miller, Brownell, & Smith, 1999).…”

“…Of the 20 articles Billingsley (2004b) reviewed, 13 addressed the issue of support, induction, administrative and/or collegial support (Billingsley & Cross, 1991;Billingsley, Bodkins, & Hendricks, 1993;Billingsley et al, 2004;Billingsley, Pyecha, Smith-Davis, Murray, & Hendricks, 1995;Cross & Billingsley, 1994;George, George, Gersten, & Grosenick, 1995;Gersten et al, 2001;Littrell, Billingsley, & Cross, 1994;Miller et al, 1999;Schnorr, 1995;Singh & Billingsley, 1996;Westling & Whitten, 1996;Whitaker, 2000). Although it is well documented that early-career teachers are at risk of leaving, Billingsley (2004b) only found two special education studies that reported specifically on the relationship between induction experiences and attrition -- Billingsley et al (2004) and Whitaker (2000).…”

“…Work environments that are unsupportive will not promote collegial interactions and will fail to provide special educators the support they need to be successful (Billingsley & Cross, 1991). Kardos et al, (2001) described professional school culture as the distinctive blend of norms, values, and accepted modes of professional practice, both formal and informal, that prevail among colleagues.…”

Sociology of Special Education: Teacher’s Support and Student’s Performance

“…It is discussed the implications of these findings for programs aimed at preventing teacher burnout 9 .To improve educational services to students with disabilities, Buell et al (1999) highlights perceptions of ability to positively affect students, understanding of inclusion, self-efficacy in serving students in inclusive settings, the need for in-service training in various areas, and the availability of supports to promote inclusion were examined for both special and general education teachers 10 .Bonnie et al (1991)explored why some special education teachers choose to stay in teaching, but leave their special education assignments. It also identified deterrents and potential incentives that might lead former special educators to reconsider teaching positions in special education and deduced that teachers transfer from special to general education because of administrative factors and the stress involved in working with special education students 11 . The study of Singh (1996)collected data regarding theplace of working indicated that the teachers who remained in place experienced significantly less stress, and a better working environment than those teachers who left 12 .…”