Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Robert B. Bartos
Nancy H. Stankus
The purpose of this study was to explore the perceptions of special education teachers regarding administrative support provided by their building principals as related to teacher retention, gender, and disability category taught. Research over the course of the past decade indicates that teachers are more likely to leave the teaching profession when they fail to receive an adequate amount of administrative support. A survey questionnaire was used to collect 125 responses from special education teachers working in South Central Pennsylvania public schools. The population sample consisted of teachers from four special education teacher certification categories including classroom and itinerant staff. Building principals were interviewed and responded to questions pertaining to the level of administrative support provided to special education within their buildings. Results of this study indicate no statistically significant relationship exists between perceived levels of administrative support and teacher gender or intent to remain teaching special education. Statistical significance was demonstrated between perceived administrative support factors and disability category taught.
Showers, D. (2007). Maximizing Special Education Teacher Retention: Teacher's Perceptions of Administrative Support in Pre K-12 Public Schools as Implications for Improvement (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1191