The Influence of Support from Administrators and Other Work Conditions on Special Education Teachers

Aldosiry, Norah

doi:10.1080/1034912x.2020.1837353

Cited by 12 publications

(10 citation statements)

References 59 publications

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“…In addition, access to better district administrative support was the top support identified that might help teachers stay. These results are in line with that of Aldosiry (2020), who found all aspects of administrative support were important factors in teachers’ intent to stay. Additionally, Conley and You (2017) who found administrative support affected special education teachers’ intent to leave.…”

Section: Discussionsupporting

confidence: 91%

“…Sutcher et al (2016) supported this finding, with <10% of survey respondents indicating classroom size was a very or extremely important reason for leaving. Aldosiry (2020) also found caseload was not significantly associated with intent to stay.…”

Section: Discussionmentioning

confidence: 78%

“…Administrative support and paperwork have been found to be critical variables in teachers’ decisions to stay or leave (Aldosiry, 2020; Berry, 2012; Bettini et al, 2020; Billingsley & Bettini, 2019; Cancio et al, 2013; Carver-Thomas & Darling-Hammond, 2017; Conley & You, 2017). In this study, the top two reasons for leaving were lack of district administrative support and too much paperwork.…”

Section: Discussionmentioning

confidence: 99%

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A Preliminary Look at Reasons for Attrition Among Special Educators Teaching Students with Autism Spectrum Disorder

McFarland-Whisman

Whisman

Lockwood

2022

Rural Special Education Quarterly

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Research on teacher retention and attrition suggests that it may be particularly difficult to fill special education positions in rural, economically disadvantaged, high-minority, and urban schools. Although teacher retention and attrition have received considerable attention in the literature, less is known about the reasons special educators teaching students with autism spectrum disorder (ASD) leave their positions. Using a series of surveys and follow-up phone interviews, the current study sought to provide preliminary information regarding reasons teachers of students with ASD in West Virginia, a predominantly rural, economically disadvantaged state, may leave their positions and identify the supports that may be most influential in assisting them in staying in their positions. Additional directions for research and ways school districts might better support teachers of students with ASD are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

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A Preliminary Look at Reasons for Attrition Among Special Educators Teaching Students with Autism Spectrum Disorder

McFarland-Whisman

Whisman

Lockwood

2022

Rural Special Education Quarterly

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“…Before the formal study, we conducted a pilot study with 16 parents and four teachers in two classes of children with ID. It helped to address any potential weaknesses of the survey items and included checking for clarity of wording, formatting, appropriateness of the number, labeling of response options, participants' acceptance of the questions, and so forth ( 30 ). This helped to improve the validity and reliability of the “Questionnaire on Daily Behaviors, Problem Behaviors of Children with ID and Parents' Informal Coping Strategies.”…”

Section: Methodsmentioning

confidence: 99%

Affect, Behaviors of Children With Intellectual Disabilities and Parents' Coping Strategies During the COVID-19 Pandemic

Wang

et al. 2022

Front. Psychiatry

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BackgroundIn early 2020, the COVID-19 pandemic emerged. To prevent the spread of the virus, China implemented restrictions on going out and ensured that people stayed at home. This study aims to investigate the affect and behaviors of children with intellectual disabilities (ID) during the lockdown. The informal coping strategies adopted by parents and their effects were further evaluated.MethodsIn this study, a total of 457 parents of children (mean age: 14.82 years ± 1.96) with ID in 12 provincial administrative regions across China were surveyed online using the Positive and Negative Affect Scale and our own questionnaire on daily behaviors, problem behaviors and informal coping strategies.ResultsDuring the COVID-19 pandemic, the positive affect (PA) score was significantly higher than that of negative affect (NA) (p < 0.001). Some children experienced mostly positive changes in sleep (16.63%), communication (14.66%), and diet (5.69%). However, more than one-third (39.39%) exhibited problem behaviors such as hyperactivity. A significant correlation was found between affect and behavior. The informal coping measures adopted by parents were generally effective among affect and the relationship with problem behaviors.ConclusionsThe affect of the children with ID at home was mainly positive. The overall behaviors (diet, sleep, and communication) were good, but there were problem behaviors. Effective coping strategies are associated with higher PA, lower NA, and fewer problem behaviors. The greater the number of effective coping strategies, the lesser the problem behaviors.

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“…Above all, as one administrative interviewee put it, "Helping their voice be heard and helping them feel valued" is absolutely essential. Administrative support also plays an important role in reducing faculty stress, increasing commitment to stay in the job, and improving faculty job satisfaction [54].…”

Section: Administrative Support Provided To Online Facultymentioning

confidence: 99%

Administrative Perceptions Regarding Supervision of Online Teaching and Learning

2021

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Deans, associate deans, and department chairs in higher education institutions manage not only their departments’ course offerings but also faculty and students who teach and learn both in person and online. Possessing a good understanding of how to plan, supervise, and evaluate online degree programs for maximum efficiency, optimum student learning, and optimum faculty support is imperative for these professionals. The purpose of this study was to investigate administrators’ perceptions, attitudes, and experiences managing various online learning environments. A basic qualitative research design was applied to this study. Current and former administrators were invited to participate in individual in-depth interviews that were transcribed and analyzed for emerging themes. Results indicated that administrators need multiple levels of support, including supervisor’s support as well as instructional and technology support, among others. It is concluded that administrators find themselves in “a continuum” in terms of the need for different types of support. Implications for further research are discussed.

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The Influence of Support from Administrators and Other Work Conditions on Special Education Teachers

Cited by 12 publications

References 59 publications

A Preliminary Look at Reasons for Attrition Among Special Educators Teaching Students with Autism Spectrum Disorder

A Preliminary Look at Reasons for Attrition Among Special Educators Teaching Students with Autism Spectrum Disorder

Affect, Behaviors of Children With Intellectual Disabilities and Parents' Coping Strategies During the COVID-19 Pandemic

Administrative Perceptions Regarding Supervision of Online Teaching and Learning

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