Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders

• Published in: Education & treatment of children Vol. 36; no. 4; pp. 71 - 94
• Main Authors: Cancio, Edward J., Albrecht, Susan Fread, Johns, Beverley H.
• Format: Journal Article
• Language: English
• Published: New York West Virginia University Press 01-11-2013; West Virginia University Press, University of West Virginia
• Subjects: Administrative support; Behavior disorders; Behavior Problems; Behavioral disorders; Correlation; Educational administration; Educational Environment; Educational Research; Emotional Disturbances; Factor Analysis; Faculty Mobility; Feedback (Response); Guidance; Influence; Job Satisfaction; Practice; Professional Development; Regression (Statistics); School administrators; School dropouts; Social networks; Social support; Social Support Groups; Special education; Special Education Teachers; Statistical Analysis; Stress Variables; Students; Studies; Teacher Attitudes; Teacher Burnout; Teacher Persistence; Teacher Shortage; Teacher Surveys; Teachers; Teachers of disabled children; Teaching; Teaching satisfaction; Trust (Psychology); United States
• ISSN: 0748-8491; 1934-8924; 1934-8924
• DOI: 10.1353/etc.2013.0035

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.