Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working condition...

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Bibliographic Details
Published inExceptional children Vol. 88; no. 4; pp. 401 - 420
Main Authors Gilmour, Allison F., Neugebauer, Sabina R., Sandilos, Lia E.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2022
SAGE PUBLICATIONS, INC
Subjects
Classroom Techniques
Employee turnover
Faculty Mobility
Incidence
Institutional Characteristics
Instructional Leadership
Regular and Special Education Relationship
Special Education Teachers
Students with Disabilities
Teacher Certification
Teacher Education
Teacher Persistence
Teaching
Teaching Conditions
Teaching Experience
Tennessee
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Summary:We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working conditions) as moderators and disaggregating types of teacher mobility. Before accounting for other variables, the percentage of SWD, and the percentage of students with most specific disabilities, in teachers’ classes were positively associated with moving within and moving between districts. These associations were not significant after accounting for student, teacher, and school characteristics. We identified a negative association between leaving teaching in the state and the percentage of SWD in teachers’ classes, even after accounting for other variables. Dual-certification and instructional leadership moderated some of these associations. Results suggest that future research is needed to identify the supports teachers have access to when they teach higher percentages of SWD.
ISSN:0014-4029
2163-5560
DOI:10.1177/00144029221081239