Sally Valentino Drew , Yan Liu , Joan Nicoll-Senft
{"title":"Examining the relationship between special education teacher (SET) retention and resilience: An extended framework","authors":"Sally Valentino Drew , Yan Liu , Joan Nicoll-Senft","doi":"10.1016/j.tate.2024.104917","DOIUrl":null,"url":null,"abstract":"<div><div>This study shares results of a survey of special education teachers (SET; n = 818) exploring retention and resilience in one northeastern state in the United States. Exploratory and confirmatory factor analyses revealed unique factors of Retention (<em>SET Empowerment, Continuum of Professional Learning, School-based Working Conditions</em>) and Resilience (<em>Growth Mindset for SET, SET Self-Regulation, and External Interactions and Collaborations</em>). Further results examine associations between resilience and retention and alignment to a theoretical framework that explains dynamic interplay between internal and external enabling or constraining factors influencing retention and resilience. Implications for research, policy, teacher preparation, induction/mentoring, and professional learning are shared.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104917"},"PeriodicalIF":3.9000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24004505","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/9 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study shares results of a survey of special education teachers (SET; n = 818) exploring retention and resilience in one northeastern state in the United States. Exploratory and confirmatory factor analyses revealed unique factors of Retention (SET Empowerment, Continuum of Professional Learning, School-based Working Conditions) and Resilience (Growth Mindset for SET, SET Self-Regulation, and External Interactions and Collaborations). Further results examine associations between resilience and retention and alignment to a theoretical framework that explains dynamic interplay between internal and external enabling or constraining factors influencing retention and resilience. Implications for research, policy, teacher preparation, induction/mentoring, and professional learning are shared.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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