The association between teaching students with disabilities and teacher turnover
Bibliographic Data
| ID | 21347653 |
|---|---|
| Authors | Allison F Gilmour (0000-0002-6189-7099), Joseph H Wehby (0000-0002-7323-7805) |
| Year | 2020 |
| Volume | 112 |
| Issue | 5 |
| Pages | 1042-1060 |
| Publication date | 2020-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/edu0000394 |
| OpenAlex | W2964031334 |
| Language | EN |
| Citations received | 28 |
More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet SWDs’ educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education certified teachers’ decisions to leave their school. We fit multilevel logistic regression models to a large state administrative dataset in order to examine (a) if the percentage of SWDs a teacher instructs was associated with turnover, (b) if this association varied by student disability, and (c) how these associations were moderated by special education certification. The percentage of SWDs in teachers’ classes was associated with an increase in the odds of turnover after controlling for teacher, classroom, and school characteristics. This association was moderated by special education certification such that there was not an association between the percentage of SWDs in these teachers’ classes and their odds of turnover. Teaching students with emotional/behavioral disorders was associated with a large increase in the odds of turnover for all categories of teachers. Results suggest the need for more training and supports for teachers with SWDs in their classrooms. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Association (psychology) · Developmental psychology · Mathematics education · Pedagogy · Psychotherapist · Turnover · Behavioral and Psychological Studies · Disability Education and Employment · Pasture and Agricultural Systems · Psychology
Role of psychological empowerment and work flow in the professional commitment of employees working in the Jordanian Ministry of education
Teacher Quality Gaps by Disability and Socioeconomic Status
Prevalence of Adverse Childhood Experiences in Students with Emotional and Behavioral Disorders in Special Education Schools from a Multi-Informant Perspective
The Effect of Organizational Trust on Turnover Intention of Rural Kindergarten Teachers
Staying or leaving? Teacher professional characteristics and attrition in Arizona traditional public and charter schools
Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
Special Educators’ Experiences of Interpersonal Interactions While Serving Students With Emotional/Behavioral Disorders
Leveraging Administrative Data to Study the Special Education Teacher Workforce
The Shifting Context of Special Education Teachers’ Work
Sustaining Special Educators to Serve Students with Emotional/Behavioral Disorders
Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders
Measuring Special Educators’ Working Conditions
Why Do They Stay? Factors Associated With Special Education Teachers’ Persistence
The efficacy of short-term in-service teacher training in implementing a behavioural intervention
Making Sense of Teacher Turnover
Implementing trauma-informed care in a special education setting
Misalignments Between Student Teaching Placements and Initial Teaching Positions
Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial
High-leverage instructional practices for students with disabilities in inclusive settings
Education opens doors, but can they enter
Teachers' judgment accuracy of students’ subjective well-being in school
You block yourself from the emotion
A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities
Investing in the Teacher Workforce
A mediation model analysis of inclusive instructional practices for students with emotional disturbance
Addressing the Shortage of Special Education Teachers of Color
Is inclusive education for children with special educational needs and disabilities an impossible dream
| Unique citing works | 28 |
|---|---|
| Citations per year | 5,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |