Reframing Old Questions: An Exploration of the Persistence of Teachers of Students With EBD

• In Event: Special and Inclusive Education Teacher Leadership and Preparation

Abstract

Researchers have examined key factors relating to special education teacher attrition, but few studies examine why teachers remain in the field. This grounded theory study examined how special educators who have worked with students with emotional and behavioral disabilities (EBD) make meaning of their persistence in the field. Analysis of 13 in-depth interviews revealed four interrelated concepts. These concepts renamed the four pillars of persistence include: (1) a belief and commitment to work, (2) the importance of key relationships, (3) self-care, and (4) a constructive outlook. The results of the study underscore the unique individual path to persistence and importance of key relationships with students, colleagues, and administration. Recommendations are presented and suggestions for future research directions are discussed.

Authors

• Susan R. Jaffe, The George Washington University

• Elisabeth K. Rice, The George Washington University