Graduation Date
5-2017
Document Type
Master's Thesis
Degree Name
Master of Science
Department or Program
Education
Department or Program Chair
Elizabeth Truesdell PhD
First Reader
Madalienne F. Peters, EdD
Second Reader
Robin Gayle, PhD, MDIV, MFT
Abstract
Administrative support of special education teachers can be a determining factor towards their success in teacher retention, motivation, and overall well-being. Special education teachers manage paperwork, meetings, and other administrative duties in addition to their teaching responsibilities. The extensive workload often leads these teachers to feel stressed, inadequate, and most importantly, this reduces their desire to continue working in their field. Administrative support of special education teachers can play an important role in promoting retention, increasing motivation, and supporting the overall well-being of a special education teacher. Their caseload of students is extensive, and often these teachers do not receive clearly defined administrative support. An administrator can support special education teachers by reducing their various non-teaching duties. A review of the literature revealed that special education teacher retention is problematic. Effective administrative support can be a determining factor in special education teacher retention. For the purposes of this study, the researcher obtained permission to gather information from special education teachers using an interview format. A total of five special education teachers commented on the quality and effectiveness of administrative support that they received. Results indicated that special education teachers desired more communication from administrators as well as support in non-teaching duties.
Included in
Educational Leadership Commons, Other Teacher Education and Professional Development Commons, Special Education Administration Commons, Special Education and Teaching Commons