Sources of Work-related Support for Rural Special Education Teachers And Their Relationship to Teacher Satisfaction and Commitment
Open Access
- Author:
- Berry, Ann Bassett
- Graduate Program:
- Special Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 21, 2010
- Committee Members:
- Demetrius Thomas Farmer, Dissertation Advisor/Co-Advisor
Thomas W Farmer, Committee Chair/Co-Chair
David Brent Mcnaughton, Committee Chair/Co-Chair
Linda Mason, Committee Member
Mary Catherine Scheeler, Committee Member
Elizabeth M Z Farmer, Committee Member
James F Nolan Jr., Committee Member - Keywords:
- survey research
teacher satisfaction
special education
rural
teacher retention
teacher attrition
work-related support
teacher commitment - Abstract:
- The shortage of special education teachers is a critical issue facing rural school districts. Administrators face moderate to extreme difficulties recruiting special educators and some are unable to fill positions at all. The retention of teachers to special education postions in rural schools is part of any comprehensive plan to deal with teacher shortages. Research in the broader field of special education has demonstrated that work-related support, defined as the ability to ask questions and problem-solve student related issues, increases teachers’ levels of satisfaction and commitment to their position. However, retention research conducted in rural areas is often limited by a focus on one state or region, and/or a small sample size. This study investigated, through survey research, several aspects of teacher support and their relationship to teacher commitment and satisfaction with a randomly selected, national sample (n = 203) of rural special education teachers. The results reveal a significant relationship between the extent and helpfulness of teachers’ support networks and levels of teacher satisfaction, perceived efficacy, and willingness to choose the profession again. Furthermore, individual sources of support, particularly support from building and special education administrators and general education teachers, significantly contributed to the outcomes related to teacher commitment.