Will they stay? Factors that promote the retention of novice special education teachers on Hawaii's neighbor islands
Will they stay? Factors that promote the retention of novice special education teachers on Hawaii's neighbor islands
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2008
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Benjamin, Thomas L.
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Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
Findings of the study indicated commitment to teach and the desire to succeed with students were primary reasons why participants chose to become special educators. Participants expressed their satisfaction with and concerns about a myriad of issues that included administrative support, collegial support, working conditions, professional development, mentoring, induction, resources, and relations with students, parents, and support staff. Research findings may be of value to local, district, and state administrators and university personnel as they wrestle with the issues of recruitment, preparation, and retention of special education teachers.
This study focused on issues of teacher retention and attrition in Hawaii's public schools. Specifically, it addressed the experiences of novice special education teachers on Hawaii's neighbor islands (Hawaii, Kauai, Lanai, Maui, Molokai). These islands are considered "rural" in contrast to Oahu where the majority of Hawaii's population resides in Honolulu. The primary goal of this research study was to investigate the relationship between the level of support experienced by these teachers and their intent to stay in the field of special education. Teacher shortages in special education are a reoccurring theme for the Hawaii Department of Education. Better understanding of the supports present and not present for novice special education teachers may help initiate workable solutions that enhance retention. Two questions guided this study: (a) In what ways have professional factors such as community support, institutional support, and pre-service preparation influenced novice special education teachers' decisions to remain in the field of special education? and (b) In what ways have personal factors such as intrapersonal variables, personal background, and family support influenced novice special education teachers' decisions to remain in the field of special education? A case study design was used in conjunction with resiliency theory to give voice to novice special education teachers on Hawaii's neighbor islands.
Includes bibliographical references (leaves 252-264).
Also available by subscription via World Wide Web
264 leaves, bound 29 cm
Findings of the study indicated commitment to teach and the desire to succeed with students were primary reasons why participants chose to become special educators. Participants expressed their satisfaction with and concerns about a myriad of issues that included administrative support, collegial support, working conditions, professional development, mentoring, induction, resources, and relations with students, parents, and support staff. Research findings may be of value to local, district, and state administrators and university personnel as they wrestle with the issues of recruitment, preparation, and retention of special education teachers.
This study focused on issues of teacher retention and attrition in Hawaii's public schools. Specifically, it addressed the experiences of novice special education teachers on Hawaii's neighbor islands (Hawaii, Kauai, Lanai, Maui, Molokai). These islands are considered "rural" in contrast to Oahu where the majority of Hawaii's population resides in Honolulu. The primary goal of this research study was to investigate the relationship between the level of support experienced by these teachers and their intent to stay in the field of special education. Teacher shortages in special education are a reoccurring theme for the Hawaii Department of Education. Better understanding of the supports present and not present for novice special education teachers may help initiate workable solutions that enhance retention. Two questions guided this study: (a) In what ways have professional factors such as community support, institutional support, and pre-service preparation influenced novice special education teachers' decisions to remain in the field of special education? and (b) In what ways have personal factors such as intrapersonal variables, personal background, and family support influenced novice special education teachers' decisions to remain in the field of special education? A case study design was used in conjunction with resiliency theory to give voice to novice special education teachers on Hawaii's neighbor islands.
Includes bibliographical references (leaves 252-264).
Also available by subscription via World Wide Web
264 leaves, bound 29 cm
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Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education; no. 5012
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