Testing a Model of Special Educators' Intent to Stay in Teaching

This study used path analysis to examine the effects of work-relatedfactors—including principal support, stress, role problems, job satisfaction, and commitment—on 542 Virginia special educators' expressions of intent to stay in teaching. Demographic variables—including teachers of students wit...

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Bibliographic Details
Published in:Exceptional children 1994-03, Vol.60 (5), p.411-421
Main Authors: Cross, Lawrence H., Billingsley, Bonnie S.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Disabilities
Educational psychology
Elementary Secondary Education
Employment
Fundamental and applied biological sciences. Psychology
Job Satisfaction
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Quality of Working Life
Role Conflict
Social research
Special education
Special Education Teachers
Stress Variables
Teacher
Teacher Attitudes
Teacher Persistence
Teacher Shortage
Teachers
Teachers of disabled children
Teaching (Occupation)
Teaching Conditions
Virginia
Vocational guidance
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Summary:This study used path analysis to examine the effects of work-relatedfactors—including principal support, stress, role problems, job satisfaction, and commitment—on 542 Virginia special educators' expressions of intent to stay in teaching. Demographic variables—including teachers of students with emotional disabilities and race and gender of teachers—were treated as exogenous variables. Job satisfaction had a positive direct effect on intention to stay in teaching. Factors with small effects included professional commitment and perceived employability outside teaching. Principal support, stress, and role problems had direct effects on job satisfaction and commitment. Work-related variables should be included in strategies for retaining special educators.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440299406000504