Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities

Abstract

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.

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

“…This finding is remarkable as teaching children with psychiatric problems is often regarded as a challenging task (Greene et al, 2002) and research has shown that children's misbehavior is related to higher levels of burnout and lower levels of perceived competence (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010). However, classroom adaptations that are available in segregated settings for special education, such as additional resources for teachers, special teacher training, and smaller class size (Albrecht, Johns, Mounsteven, & Olorunda, 2009;Meijer, 2003), may support teachers to meet their needs and the needs of students with psychiatric problems.…”

Implementing evidence-supported methods in residential care and special education: A process-model

“…The extensive literature on staff turnover has provided the field with consistent and meaningful insights into factors that could enhance the retention of professionals. Examples of influential factors on the individual level are low salaries (Colton & Roberts, 2004), the balance between work and personal life (Smith, 2005), job moral and job satisfaction (Colton, 2005), the perceptions of the children and youth cared for (Colton & Roberts), and behaviour management approach (Albrecht et al, 2009). Examples of influential factors on the organisational level are training (Colton, 2005;Colton & Roberts, 2004), administrative support and adequate time for paperwork (Albrecht et al, 2009), the implementation of evidence-based practices (Aarons et al, 2009), and supervision, both by supervisors (Cearly, 2004;Colton & Roberts, 2007;Gersten at al., 2001;Smith, 2005) as well as by peers (Colton & Roberts, 2007;Gersten et al, 2001).…”

Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools.

“…Due to a lack of specialized expertise, teachers often feel as if the inclusion of special populations adds stress to the work environment, because teachers have not been adequately trained to meet the diverse needs of the students in the classroom (Buell, Hallam, Gamel-McCormick, & Scheer, 1999). General education teachers have expressed a lack in their own understanding and ability to teach students with varying disabilities, especially students with emotional and behavior disorders (Albrecht, Johns, Mounsteven, & Olorunda, 2009). Teachers lack the skills to manage multiple behavior episodes.…”

“…Teachers in these populations also have higher attrition rates and teacher turnover rates and have reported lower perceptions of student behavior (Albrecht et al, 2009). Teachers in these schools are often teachers new to the profession and lack the skills needed to build classroom routines, systems, and structures.…”

“…Albrecht et al (2009) examined the working conditions of teachers of students with emotional and behavioral disabilities.…”