Differentiating Predictors of Teachers' Commitment: Special Versus General Education and High- Versus Low-Poverty Schools

• In Event: Park Central Roundtable Session 16
  In Roundtable Session: Roundtable Session: Retaining Special Education Teachers

Abstract

Sustaining teachers’ commitment to teaching is an important priority for school leaders, especially special education and high-poverty schools, which have long-lasting shortages. Therefore, we examined the Schools and Staffing Survey, using conservation of resources theory to examine how job demands (i.e., student problems, number of students with disabilities served, number of grades and subject areas taught) and resources (i.e., qualifications, collegial support, leadership support, time, materials) interact with teachers’ role (i.e., special versus general educator) and school poverty to predict commitment. Results have implications for sustaining teachers’ commitment, providing insights into which working conditions leaders should prioritize for different teachers and how policies can differentially increase supply of qualified teachers in special education and high-poverty schools.

Authors

• Elizabeth A. Bettini, Boston University

• Bonnie S. Billingsley, Virginia Polytechnic Institute and State University

• Thomas O Williams, Virginia Polytechnic Institute and State University

• Allison F. Gilmour, Temple University