The Emotional Job Demands of Special Education: A Qualitative Study of Alternatively Certified Novices' Emotional Induction

Autor/inn/en	Stark, Kristabel; Koslouski, Jessica
Titel	The Emotional Job Demands of Special Education: A Qualitative Study of Alternatively Certified Novices' Emotional Induction
Quelle	In: Teacher Education and Special Education, 44 (2021) 1, S.60-77 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stark, Kristabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406420931497
Schlagwörter	Special Education Teachers; Beginning Teachers; Beginning Teacher Induction; Fatigue (Biology); Teacher Burnout; Teacher Attitudes; Stress Variables; Alternative Teacher Certification; Barriers; Collegiality; Teacher Administrator Relationship; Teacher Student Relationship; Students with Disabilities; Professional Development; Educational Resources; Elementary Secondary Education; Emotional Experience; Massachusetts; New York; California; Illinois; Ohio + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Fatigue; Ermüdung; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrerverhalten; Kollegialität; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsmittel; Master-Studiengang; Kalifornien
Abstract	As of 2015, approximately one in five special educators received licensure through an alternative pathway. Although evidence suggests that emotional exhaustion contributes to special educator attrition, few studies examine firsthand the emotional experiences of novice, alternatively certified special educators. Guided by Tuxford and Bradley's model of emotional job demands, we explore the ways in which eight teachers perceive and navigate their new profession. Findings indicate that novice special educators (a) experience a range of intense emotions, ranging from extreme pride to deep despair, (b) regulate emotional displays toward students and colleagues to meet professional norms, and (c) invest in the emotional well-being and development of their students. Participants report widespread barriers to this work. Results have implications for researchers, teachers, and administrators interested in retaining novice special educators, and point to several clear pathways for future research in this important and under-researched area of teacher induction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01