Special educators' preparation and intent to stay in teaching

Frequent media reports suggest our nation is facing a shortage of qualified teachers, making teacher recruitment, retention, and attrition a significant issue facing schools today. This study examined whether there is a reliable link between completion of a student teaching experience of 8 weeks or more and first, second, and third year educators’ intent to remain in the teaching profession. Using data from the National Center for Education Statistics’ 2011-12 Schools and Staffing Survey, logistic regression models were used to identify the impact of 8 weeks or more of student teaching on educators’ intent to remain in teaching. An exploration of whether the impact varied across teaching field (general versus special education) or changed over time (from first year of teaching to third year of teaching) also was conducted. Overall, results indicated that for general education teachers, completion of a student teaching experience of at least 8 weeks was strongly associated with an increased commitment to stay in teaching, as expressed during their first and second year of teaching. No link was identified for the third-year general education teachers. For first, second, and third year special education teachers, however, no association was identified between stated intent to stay in teaching and completion of at least 8 weeks or more of student teaching. Additional research is needed to confirm the findings of the present study and explore differential effects of preservice preparation on teachers across teaching fields.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2020

Author dc:creator

• Lee, Suzanne

Contributors dc:contributor

• Ostrosky, Michaelene M.
• Fisher, Kim W.
• Latham, Nancy
• Renzaglia, Adelle

• Special education
• Teacher preparation
• Teacher retention

Statement dc:rights

• Copyright 2020 Suzanne Lee

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/107969

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/107969