Teachers' Decisions To Transfer From Special To General Education

Bonnie S. Billingsley · Lawrence H. Cross

128 citations0/0 files storedThe Journal of Special Education

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Teacher Professional Development and Motivation School Choice and Performance Collaborative Teaching and Inclusion

Abstract

We investigated why some special education teachers choose to stay in teaching, but leave their special education assignments. In addition, we identified deterrents and potential incentives that might lead former special educators to reconsider teaching positions in special education. Questionnaires from 286 respondents were analyzed. The primary reasons cited for leaving special education suggest that teachers transfer from special to general education because of administrative factors and the stress involved in working with special education students. Implications for educational agencies are addressed.

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References

2021The educational researcher 1986The education and training of the mentally retarded 1989Workplace Conditions That Affect Teacher Quality and Commitment: Implications for Teacher Induction Programs 1983Recruitment, Selection, and Retention: The Shape of the Teaching Force 1985Beyond the Commission Reports: The Coming Crisis in Teaching 1989The Influences of Salaries and "Opportunity Costs" on Teachers' Career Choices: Evidence from North Carolina 1987Teacher attrition : the uphill climb to staff the Nations's schools 1980Public Law 94-142 and Stress: A Problem for Educators

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1995To Leave or to Stay?1992Attrition/Retention of Special Education Teachers: Critique of Current Research and Recommendations for Retention Efforts 2004Meeting the Demand for Highly Qualified Special Education Teachers During Severe Shortages 2009Student Teaching and Teacher Attrition in Special Education 1996Rural Special Education Teachers' Plans to Continue or Leave Their Teaching Positions

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