Abstract

Special education faces serious shortages of teachers, and the area of special education teaching with the greatest shortage is in the field emotional and behavioral disorders (EBD). This study was conducted to identify the perceptions of current teachers of students with EBD on the definition of and the extent and importance of administrative support to identify contemporary factors affecting teacher longevity in the field. A survey of CCBD members who teach students with EBD was used to examine the effects of perceived administrative support on teacher stress, job satisfaction, and school commitment with intent to stay in the field. The results of the study indicated characteristics of administrative support significantly correlated with intent to stay in the field, extent of support, opportunities for growth, appreciation and trust, job satisfaction, and positive views of their school. In addition, examination revealed specific administrative behaviors influenced the decision of teachers of students with EBD regarding longevity in the field.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 71-94
Launched on MUSE
2013-10-31
Open Access
No
Archive Status
Archived 2020
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