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Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities
Author(s) -
Albrecht Susan Fread,
Johns Beverley H.,
Mounsteven Joyce,
Olorunda Olufunmilola
Publication year - 2009
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20440
Subject(s) - psychology , emotional and behavioral disorders , economic shortage , special education , curriculum , sample (material) , applied psychology , behavior management , medical education , clinical psychology , developmental psychology , mathematics education , pedagogy , medicine , reading (process) , political science , law , dyslexia , linguistics , philosophy , chemistry , chromatography , government (linguistics)
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. © 2009 Wiley Periodicals, Inc.