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Examining Attrition among Bahamian Special Education Teachers and Implications for Special Education Reform

机译：巴哈马特殊教育教师的减员情况及其对特殊教育改革的启示

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摘要

Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents.
机译：巴哈马公立学校中特殊教育中教师流失率的不断提高正在阻止有学习障碍的学生在包容性教室环境中实现其学习目标。解决影响人员流失的因素对于在支持积极的社会变革的同时提高教育质量和教育者的效能至关重要。这项一般性定性研究的目的是确定为什么巴哈马的教育工作者离开特殊教育。这是通过探索影响巴哈马公共特殊教育教师决定辞职或要求教师过早退休的决定性因素，以及工作满意度如何影响巴哈马公共教育系统中的教师留任率而实现的。来自一个主要城市的12名巴哈马公共教育工作者（8名前特殊教育工作者，3名现任阅读专家和1名现任资源老师）被随机选择参加半结构化访谈。通过开放编码分析数据。工作满意度，社会认知和社会认知职业理论被用作了解教育者职业决策的一个镜头。调查结果表明，由于（a）缺乏专业培训，（b）缺乏行政支持以及（c）精疲力尽，巴哈马的教育工作者退出了特殊教育。与现有文献相反，研究结果表明，不良的学生行为不会显着影响教育工作者的减员，对孩子的热爱也不会显着激励教师留下。导师和入职培训被认为是教师留任的无效手段。当管理员，同事和父母珍视，欣赏，支持和尊重教育者时，他们更有可能留下来。

著录项

  • 作者

    Newton, Norrisa G. L.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Special education.;Teacher education.;Education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 262 p.
  • 总页数 262
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

  • 入库时间 2022-08-17 11:37:06

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