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

• Published in: Exceptional children Vol. 88; no. 4; pp. 401 - 420
• Main Authors: Gilmour, Allison F., Neugebauer, Sabina R., Sandilos, Lia E.
• Format: Journal Article
• Language: English
• 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
• ISSN: 0014-4029; 2163-5560
• DOI: 10.1177/00144029221081239

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.