The Working Conditions and Induction Support of Early Career Special Educators
Abstract
This article presents a profile of early career special educators' ( n = 1,153) working conditions, induction support, and career plans using data from the Study of Personnel Needs in Special Education (SPeNSE). The majority of respondents are Caucasion and female, and 80% are certified for their main assignments. Most respondents reported receiving informal support from other teachers and viewed this informal support as more valuable than other forms of support. Approximately 60% of respondents participated in formal mentoring, although one third did not find this support helpful. Those who reported higher levels of induction support reported greater job manageability and success in getting through to difficult students. School climate was related to teachers' intent to remain in special education.
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Educators working with students who have major emotional and behavioral difficulties are at greater risk for stress and burnout.
“For teachers of students with significant emotional and behavioral problems (Billingsley, Carlson, & Klein, 2004; Boyer & Gillespie, 2000; Hastings & Brown, 2002), the risks of stress and burnout are even higher.”
From Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes (2017) · cites this paper as Billingsley, Carlson, & Klein, 2004
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Alnahdi, G. H. (2020) · South African Journal of Education · doi:10.15700/saje.v40n2a1742 · Cited by 13 · see citing works
Chatzigeorgiadou, S., & Barouta, A. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-021-01269-z · Cited by 13 · see citing works
Principal Leadership for Effective Inclusive Schools
McLeskey, J., Billingsley, B. S., & Waldron, N. L. (2016) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0270-401320160000032005 · Cited by 13 · see citing works
Self-citationBettini, E. A., Park, Y., Benedict, A. E., Kimerling, J., & Leite, W. L. (2016) · Exceptionality · doi:10.1080/09362835.2015.1107831 · Cited by 12 · see citing works
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Rots, I., & Aelterman, A. (2008) · Educational Studies · doi:10.1080/03055690802257176 · Cited by 12 · see citing works
Cornelius, K. E., & Sandmel, K. N. (2018) · The Journal of Special Education Apprenticeship · doi:10.58729/2167-3454.1077 · Cited by 11 · see citing works
I ONLY WISH I'D KNOWN: VOICES OF NOVICE ALTERNATIVELY CERTIFIED SPECIAL EDUCATION TEACHERS
Casey, P., Dunlap, K. L., Brister, H., & Davidson, M. R. (2011) · International Journal of Special Education (IJSE) · Cited by 11 · see citing works
Fall, A., & Billingsley, B. S. (2008) · Advances in learning and behavioral disabilities · doi:10.1016/s0735-004x(08)00007-4 · Cited by 11 · see citing works
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Ortogero, S. P., Barcarse, T. O., & Ray, A. B. (2022) · Rural Special Education Quarterly · doi:10.1177/87568705221092765 · Cited by 10 · see citing works
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- Authors
- Billingsley, B., Carlson, E., & Klein, S.
- Affiliations
- Virginia Tech (US)
- Westat (United States) (US)
- Corresponding author
- Billingsley, Bonnie
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2004-04
- Volume
- 70
- Issue
- 3
- Pages
- 333-347
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2001021963
- Cited by
- 210
- References
- 31
- Citations by year
- 2026: 1 · 2025: 5 · 2024: 4 · 2023: 4 · 2022: 12 · 2021: 7 · 2020: 10 · 2019: 11 · 2018: 12 · 2017: 14 · 2016: 6 · 2015: 10 · 2014: 9 · 2013: 23 · 2012: 12
- FWCI
- 27.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Exceptional Children (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- working conditions, mentoring, teacher retention, school climate, special education teachers, career aspirations
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