Sped+Teacher+burnout

Mahon's Respondents so far:

Respondent 1 Age: 34 Gender: Female Current District: Olathe School District 16, Kansas, USD 233 Current Position: Life skills teacher from second grade through fifth grade Degree: Undergraduate at Ottawa University in Elementary Education. 3 years to get masters from KU in Adaptive Special Education. Certification: Elementary, Adaptive Special Education Respondent 2 Age: 58 Gender: Female Current District: Olathe School District 16, Kansas, USD 233 Current Position: Life skills Teacher Kindergarten through second grade Degree: Undergraduate at Drake University in De Moines, Elementary Education, Graduate degree at KU in Special Education Respondent 3 Age: 47 Gender: Female Current District: Olathe School District 16, Kansas, USD 233 Current Position: Resource Room Teacher Degree: I have a BSE in Elementary with an Area of Concentration in Special Education at a Emporia State University. Certification: Elementary, Special Respondent 4 Interviewee: Rebecca Mahon Age: 30 Gender: Male Current District: Olathe School District, Kansas, USD 233 Current Position: Resource Room Teacher Degree: I received my degrees from Emporia State University. Certification: In 2004, I received my Bachelors of Science in Education in Special Education (Mental Retardation) and Health Education. I then received my Masters in Curriculum Instruction and Design from Emporia State in 2007.

-How old are you -How many years as a Sped teacher? -Where do you work? -Location/District -What personal struggles did you have in the classroom? -What factor specifically contributed to your leaving the special education classroom? -Where did you receive certification/degree? -What degree did you receive? -What originally attracted you to the Sped Field? -What was your vision of the Sped room before you became a Sped teacher, and how did it change when you were in the reality of the Sped room?\ -How old were you when you left the Sped room? -Do you feel the salary met the hardships you face and hrs. you work as a Sped teacher as compared to a regular education teacher? -What are the differences in what you're doing now in the regular education room as opposed to the Sped room.

Britt could you post our interview questions, please. I will be doing my interviews this coming week. (and wanted to look over the questions before hand.) Thanks

First draft:

Rebecca's Articles: 1) __http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=30&bk=1&hid=107&sid=af71c0c1-4ef9-41a1-93ed-126b4dbbbe48%40sessionmgr113__ //**(Title: Burnout, Job Satisfaction and Instructional Assignment--related Sources of Stress in Greek Special Education Teachers)**//

= **Note** = = **There was no research funding for this study, and no restrictions have been imposed on free access to, or** = = **publication of, the research data. Are we not allowed to use this International article? ** =

2) __http://web.ebscohost.com/ehost/detail?vid=11&hid=106&sid=21de2b48-26f4-48b3-a860 b72f149bc6f8%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#TextToSpeech__ //**(Title: Why Dist Thou Go? Predictors of Retention, Transfer, and Attrition of Special And General Education Teachers From A National Perspective)**// **[|TABLE 1. TEACHER SAMPLE SIZES AVAILABLE TO ESTIMATE THE NUMBER OF EDUCATION TEACHERS NATIONALLY, BY PREDICTOR VARIABLES] **

**[|Notes] ** //[|1.]  That is, 142,000 entering replacement teachers were required to supplement the approximately 2,229,000 teachers in 1987-1988 who continued teaching in public schools in 1988-1989 (Boe et al., this issue). Another 44,000 entering teachers were required to fill openings created by the expansion of the total number of teaching positions (Snyder & Hoffman, 1995). Thus, attrition was the major source of demand for approximately 186,000 total entering teachers in 1 year. // //[|2.]  A comprehensive report of all predictor variables analyzed is found in Boe et al., (1996). // //[|3.] <span style="background-color: transparent; border-width: 0px; font-size: 12px; margin: 0px; outline-width: 0px; padding: 0px; vertical-align: baseline;"> The results of analyzing the "teaching level" variable reported here were based on the classification of teachers into elementary and secondary levels based on their self-reports. Also analyzed was the association between teacher status and the variable of school level (elementary, secondary, combined), based on reports from a school's administrative office. Analyses of the school level variable confirmed the associations between teacher status and teaching level (i.e., elementary vs. secondary levels) reported here. // <span style="background-color: transparent; border-width: 0px; font-size: 12px; margin: 0px; outline-width: 0px; padding: 0px 0px 16px; vertical-align: baseline;">//<span style="background-color: transparent; border-width: 0px; font-size: 12px; font-style: normal; margin: 0px; outline-width: 0px; padding: 0px; vertical-align: baseline;">**<span style="background-color: transparent; border-width: 0px; color: #005bc6; font-size: 12px; margin: 0px; outline-width: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">[|TABLE 2. SCHOOL RETENTION, SCHOOL TRANSFER, AND EXIT ATTRITION PERCENTAGES FROM 1987-1988 TO 1988-1989 BY SELECTED DEMOGRAPHIC CHARACTERISTICS OF SPECIAL EDUCATION, GENERAL EDUCATION, AND TOTAL TEACHERS IN THE PUBLIC SECTOR] ** // <span style="background-color: transparent; border-width: 0px; font-size: 12px; margin: 0px; outline-width: 0px; padding: 0px 0px 16px; vertical-align: baseline;">//<span style="background-color: transparent; border-width: 0px; font-size: 12px; font-style: normal; margin: 0px; outline-width: 0px; padding: 0px; vertical-align: baseline;">**I could not find they URL for the the two articles you gave me Britt? Were they under a database?** //

Brittany's Articles: 1) http://www.nrmera.org/files/img-Y27153506.pdf (Special Education Teacher Attrition: How Many Are Leaving? Where Are They Going?) 2)http://www.coe.ufl.edu/COPSSE/docs/RS-2E/1/RS-2E.pdf (Special Education Teacher Retention and Attrition: A Critical Analysis of the Literature) 3)http://www.questia.com/googleScholar.qst;jsessionid=MYnhLv71bhNkrcVbP1FplZ8fZXzchBQwqWDWDYvnypBTN81n25f1!410598130!1631336459?docId=5001230721 (Title: Factors That Predict Teachers Saying in, Leaving, or Transferring from the Special Education Classroom)


 * The shortage of special education teachers
 * Greater than teacher shortages in any other area, including mathematics and science
 * Fields with the greatest shortages (The Supply of and Demand for Special Education Teachers: A Review of Research Regarding the Nature of the Chronic Shortage of Special Education)
 * Emotional/Behavioral Disorder
 * Multicategorical Disability
 * Severe/Profound Disability
 * Learning Disability
 * Mild/Mderate Disability
 * Reducing teacher attrition in special education
 * What condition of teaching in special education are major factors affecting the teacher shortage?
 * How do we attract more teachers into special education?
 * Why do so many teachers transfer from special to general education?
 * Insufficient certification
 * High stress
 * Poor school climate
 * Young VS Older?
 * Increases in student enrollment
 * Teacher qualifications

Ramsey edit: There is nothing on this page. That makes me sad.