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dc.contributor.advisorDucette, Joseph P.
dc.creatorFroehlich, Frederick
dc.date.accessioned2021-05-24T18:58:15Z
dc.date.available2021-05-24T18:58:15Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6544
dc.description.abstractRetaining qualified teachers is critical to the long-term success of students who receive special education services. Special education teacher retention is particularly important during the middle-school years, as this time is a marked period of transition between elementary and high-school that may place increasing demands upon teachers. Further, teachers in their first five years of working may be especially vulnerable to leaving their positions. I sought to identify the factors that contribute to public middle school special education teachers desire to leave teaching. Correlational analyses conducted on self-report data from 446 current public school special education teachers indicated classroom behavior, academic achievement, family involvement and communication, salary, potential for job advancement, and work attitude were significant predictors of whether teachers considered leaving. Based on the findings from the quantitative data, the original intent on focusing the research on middle-school became problematic as the statistical significance was not measurably different across grade levels taught. The qualitative information from open ended responses supports the quantitative results. The implications of these findings, future directions, and possible remediation strategies to improve retention are discussed.
dc.format.extent80 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational administration
dc.subjectAttrition
dc.subjectPublic school
dc.subjectRetention
dc.subjectSpecial education
dc.subjectTeacher
dc.subjectTeaching
dc.titleFactors Influencing Pennsylvania Public School Special Education Teachers Desire to Leave Teaching
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberStull, JudithC., 1944-
dc.contributor.committeememberGilmour, Allison
dc.contributor.committeememberHaviland, Joseph
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6526
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
dc.identifier.proqst14465
dc.creator.orcid0000-0003-4789-6839
dc.date.updated2021-05-19T16:11:02Z
refterms.dateFOA2021-05-24T18:58:15Z
dc.identifier.filenameFroehlich_temple_0225E_14465.pdf


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