The value of administrative supports in relation to elementary and secondary special education teachers.

다국어 초록 (Multilingual Abstract)

In an era of increasing accountability, finding teachers capable of producing positive student outcomes is a mounting concern. The need for more qualified teachers is critical in the area of special education. Researchers have suggested the reason for shortages is not the preparation of qualified special education teachers, but the retention of special education teachers. Researchers also have indicated that lack of effective administrative support may impact a special education teacher's decision to abandon the classroom. This study was developed to determine if elementary and secondary special education teachers receive different administrative support and what specific administrative supports are valued. Additionally, the study sought to determine if elementary and secondary special education teachers perceive different levels of administrative support. Finally, the factors related to a special education teacher's decision to leave or remain in the field of education were examined.
A questionnaire, modified from a study conducted by Balfour (2001), was mailed to a random sample of 240 special education teachers in Virginia; 140 surveys were returned. The survey collected data to determine the perceived level of value of administrative support by elementary and secondary special education teachers, the support actions valued by special education teachers, and any differences in perceived administrative support between elementary and secondary special education teachers. Finally, the survey was used to determine factors associated with special education teachers' decisions to remain in or leave the field.
No significant differences were found in the perceived value of administrative support between elementary and secondary special education teachers, with the exception of environmental support: secondary special education teachers valued environmental support more than did elementary special education teachers. No significant differences were found in the perceived amount of administrative support received. The administrative support actions that respondents considered most valuable for this sample included supporting teachers in front of parents, making teachers feel like they are making a difference, and allowing teachers to use their own judgment. Administrative support was listed as a factor in the decision to leave education by a majority of the respondents, and nearly half listed it as a factor to remain in education.