This mix methods evaluative research study includes an investigation of the demands associated with special education and the needed support required for effective special education programming. The purpose of this study is to explore what comprises administrative support and ways administrators currently support special education teachers in self-contained classrooms in the school district of this study. Additionally, the purpose of this research is to investigate how supportive are professional development trainings for self-contained teachers at the school. This dissertation is mainly comprised of qualitative data such as interviews; however, quantitative data was used to find a relationship between factors that affect special education teachers in self-contained classrooms such as administrative support, professional development trainings and retention rates. Participants of this study comprised of 10 self-contained educators, eight school administrators, and one employee of professional development. After the data was coded and analyzed, three themes emerged: Barriers of Being a Self-Contained Educator, Administrative Support from the Viewpoints of Self-Contained Educators and Administrators, and the Need for Support. Results of this mixed methods study indicated school administrators and self-contained education teachers and professional development are critical areas which need to be addressed in an effort to reduce stress and burnout. Implications for practice of this study deal with colleagues and school administrators spending time visiting special education teachers in self-contained classrooms, collaborative learning and reflection that need to take place across the board, and the reframing of professional development courses and professional development opportunities within schools.
","abstract_html":"<p>This mix methods evaluative research study includes an investigation of the demands associated with special education and the needed support required for effective special education programming. The purpose of this study is to explore what comprises administrative support and ways administrators currently support special education teachers in self-contained classrooms in the school district of this study. Additionally, the purpose of this research is to investigate how supportive are professional development trainings for self-contained teachers at the school. This dissertation is mainly comprised of qualitative data such as interviews; however, quantitative data was used to find a relationship between factors that affect special education teachers in self-contained classrooms such as administrative support, professional development trainings and retention rates. Participants of this study comprised of 10 self-contained educators, eight school administrators, and one employee of professional development. After the data was coded and analyzed, three themes emerged: Barriers of Being a Self-Contained Educator, Administrative Support from the Viewpoints of Self-Contained Educators and Administrators, and the Need for Support. Results of this mixed methods study indicated school administrators and self-contained education teachers and professional development are critical areas which need to be addressed in an effort to reduce stress and burnout. Implications for practice of this study deal with colleagues and school administrators spending time visiting special education teachers in self-contained classrooms, collaborative learning and reflection that need to take place across the board, and the reframing of professional development courses and professional development opportunities within schools.</p>","abstract_has_math":false,"creators":["Colon, Octavia"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Dallas-Jackson","Dr. Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Special Education","Leadership","Professional Development","Adult and Continuing Education","Curriculum and Instruction","Educational Leadership","Secondary Education","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/401","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Dallas-Jackson","Dr. Sparks"]},{"key":"dc:creator","label":"Author","values":["Colon, Octavia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special Education","Leadership","Professional Development","Adult and Continuing Education","Curriculum and Instruction","Educational Leadership","Secondary Education","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/401"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mix methods evaluative research study includes an investigation of the demands associated with special education and the needed support required for effective special education programming. The purpose of this study is to explore what comprises administrative support and ways administrators currently support special education teachers in self-contained classrooms in the school district of this study. Additionally, the purpose of this research is to investigate how supportive are professional development trainings for self-contained teachers at the school. This dissertation is mainly comprised of qualitative data such as interviews; however, quantitative data was used to find a relationship between factors that affect special education teachers in self-contained classrooms such as administrative support, professional development trainings and retention rates. Participants of this study comprised of 10 self-contained educators, eight school administrators, and one employee of professional development. After the data was coded and analyzed, three themes emerged: Barriers of Being a Self-Contained Educator, Administrative Support from the Viewpoints of Self-Contained Educators and Administrators, and the Need for Support. Results of this mixed methods study indicated school administrators and self-contained education teachers and professional development are critical areas which need to be addressed in an effort to reduce stress and burnout. Implications for practice of this study deal with colleagues and school administrators spending time visiting special education teachers in self-contained classrooms, collaborative learning and reflection that need to take place across the board, and the reframing of professional development courses and professional development opportunities within schools.
"]},{"key":"dc:title","label":"Title","values":["Streamlining Professional Development: Finding a Solution to Reduce Stress and Burnout Among Self-Contained Classroom Educators"]}]}],"canonical_facts":{"dc:contributor":["Dr. Dallas-Jackson","Dr. Sparks"],"dc:creator":["Colon, Octavia"],"dc:date.available":["2019-07-15T07:00:00Z"],"dc:description.abstract":["This mix methods evaluative research study includes an investigation of the demands associated with special education and the needed support required for effective special education programming. The purpose of this study is to explore what comprises administrative support and ways administrators currently support special education teachers in self-contained classrooms in the school district of this study. Additionally, the purpose of this research is to investigate how supportive are professional development trainings for self-contained teachers at the school. This dissertation is mainly comprised of qualitative data such as interviews; however, quantitative data was used to find a relationship between factors that affect special education teachers in self-contained classrooms such as administrative support, professional development trainings and retention rates. Participants of this study comprised of 10 self-contained educators, eight school administrators, and one employee of professional development. After the data was coded and analyzed, three themes emerged: Barriers of Being a Self-Contained Educator, Administrative Support from the Viewpoints of Self-Contained Educators and Administrators, and the Need for Support. Results of this mixed methods study indicated school administrators and self-contained education teachers and professional development are critical areas which need to be addressed in an effort to reduce stress and burnout. Implications for practice of this study deal with colleagues and school administrators spending time visiting special education teachers in self-contained classrooms, collaborative learning and reflection that need to take place across the board, and the reframing of professional development courses and professional development opportunities within schools.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/401"],"dc:subject":["Special Education","Leadership","Professional Development","Adult and Continuing Education","Curriculum and Instruction","Educational Leadership","Secondary Education","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Streamlining Professional Development: Finding a Solution to Reduce Stress and Burnout Among Self-Contained Classroom Educators"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}