Special education teachers', general education teachers', and principals' perceptions of needs for administrative support.

摘要

With a nationwide shortage of special education teachers, declining enrollments in teacher preparation programs, and high attrition, many school districts are looking for ways to retain teachers. Numerous studies have cited lack of administrative support as the most frequent source of attrition among special educators. With some exceptions (Glasman & Hajnik, 1991; Cook, Semmel & Gerber, 1999), not much is known, however, about what principals actually do or say that is perceived as effective support by special education teachers or how principals support the work of teachers in special education as compared to general education.;This study used a combined quantitative and qualitative approach designed to gain knowledge through survey methodology and semi-structured interviews. A survey based on Littrell, Billingsley and Cross (1994) and House (1981) four dimensions of support: emotional, instrumental, informational, and appraisal was developed to elicit information from general and special education teachers concerning principal support and job satisfaction. Surveys were distributed to teachers at five elementary schools (K-5) in three school districts in a county in Northern California within 25 miles of the researcher. 30 general education teachers and 11 special education teachers responded to the survey.;In addition, to allow for discussion and obtain more in depth responses, semi-structured interviews were conducted with three of the special education and general education teachers surveyed, and three of their principals.;Survey data indicated no significant differences between groups for extent or importance of principal support. Data did indicate, however, that among this small sample of teachers general education teachers reported significantly more principal support than special education teachers on help with classroom discipline; help with goals; and distribution of resources. General education teachers were also significantly more satisfied with working conditions and relationships with colleagues than special education teachers.;While general education teachers described emotional support as a powerful form of principal support, special education teachers described instrumental support as more important to them including equal distribution of resources, student discipline, concern for their program, and assistance in collaboration with general education teachers. The primary dimension of support described by principals interviewed was informational.