This study examined (a) the difference between special education teachers’ and administrators’ perceptions of school climate factors that influence special education teacher attrition and (b) differences among the four school climate factors perceived by school personnel. School climate was measured in professional development, collaboration, working conditions, and leadership. Participants were 29 administrators and 62 special education teachers from a large metropolitan school district in the Southwest United States. A 52 item online questionnaire was used for data collection. Special education teachers perceived school climate factors as more influential in promoting teacher attrition than did administrators. When the four school climate factors were compared for their mean differences, both administrators and teachers rated working conditions as the most influential factor of special education teacher attrition and professional development and leadership as the least influential. Finally, school personnel did not moderate the difference among the four climate factors. Both administrators and special education teachers reported school climate factors along a similar trend. iv
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机译：这项研究调查了（a）特殊教育教师和管理人员对影响特殊教育教师减员的学校气候因素的理解之间的差异，以及（b）学校人员感知的四种学校气候因素之间的差异。学校的气氛通过专业发展，协作，工作条件和领导能力来衡量。参与者是来自美国西南部大都市学区的29位管理员和62位特殊教育老师。一项52项在线问卷用于数据收集。特殊教育教师认为学校环境因素比行政管理者更能促进教师减员。在比较这四种学校气候因素的均值差异时，管理人员和教师都将工作条件视为特殊教育教师减员的最大影响因素，而职业发展和领导才能的影响最小。最后，学校人员没有缓和这四个气候因素之间的差异。行政人员和特殊教育老师都报告了学校气候因素的相似趋势。 iv
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