How Can Schools Retain Secondary Emotional Support Teachers? Ask Them

Author:

Severino Brittany1ORCID

Affiliation:

1. West Chester University of Pennsylvania, USA

Abstract

<i>The population of certified special education teachers working and remaining in secondary emotional support classrooms continues to dwindle across the nation. This causes more and more students with Emotional Disturbance to work with a frequent turnover of educators or emergency-certified educators with possibly no prior experience. High school students who receive emotional support services are a vulnerable population that requires a supportive and well-trained special education teacher to help them make academic, emotional, and behavioral progress in the school setting and in achieving their post-secondary goals. This qualitative study explored five veteran schoolteachers’ experiences to identify the factors that have helped them remain in their careers and which ones discourage them from staying. The individual and focus group interviews identified several job-related factors that are consistent with previous literature (diverse student needs), evolution in some (administrator and colleague support), and different or newly identified factors (willingness to take risks, advocating for secondary student’s needs, educator’s personality) that require additional exploration.</i>

Publisher

Modestum Ltd

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3