Electronic Journal for Inclusive Education
Abstract
This study was a qualitative investigation of the reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in that field. The findings of this study indicate that these teachers’ decisions to remain in the profession of teaching students with emotional and/or behavioral disorders were most strongly influenced by both having a sufficient level of support and having certain personal characteristics which they felt made them a good fit for this field. Implications of these findings suggest that changes in recruitment and advising, teacher preparation and professional development opportunities, and processes for providing support to new teachers are needed in order to increase the retention of teachers in this profession.
Repository Citation
Prather-Jones, B. P.
(2007).
The Role of Personal Characteristics and Job Support in Retaining Teachers of Students with Emotional and Behavioral Disorders,
Electronic Journal for Inclusive Education, 2
(1).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
