The Role of School-Based Colleagues in Shaping the Commitment of Novice Special and General Education Teachers

• In Event: Special Education Teachers and Service Delivery Models

Abstract

This study draws on longitudinal survey data of 161 beginning special education and general education teachers to investigate how they perceive the informal channels of support available to them, as well as the consequences of this support for their retention plans. Our findings demonstrate that colleague relationships are critical for the experiences of beginning teachers, as are the broader school conditions in which these beginning teachers work. For special education teachers, perception of colleague support was a strong predictor of retention plans, as was the level of collective responsibility among the school faculty. We conclude that schools should make efforts to facilitate productive relationships between general and special education faculty, as well as differentiate induction support for beginning special educators.

Author

• Nathan Jones, Boston University