dc.contributor.author	Schanck, Justin
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2020-2022 (inferred)	en_US
dc.date.accessioned	2023-03-08T18:18:50Z
dc.date.available	2023-03-08T18:18:50Z
dc.date.issued	2023-01
dc.identifier.other	82EC5C1F-9C30-52A9-4860-7260C729C33D	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6537
dc.description.abstract	This research sought to understand the experiences and perceptions of special education inclusion teachers (SEITs) from an urban county in Central Georgia. The qualitative narrative analysis proposed here aims to give school districts insight into why SEITs leave the field. This study followed a basic qualitative design. Participants were pulled from an urban school district in Central Georgia by emailing or phone calling through an open records request. A total of four participants were selected for this study. Two of the chosen participants were female, and two were male. The two females were aged 26 and 26; the two males were aged 23 and 25. The two male participants were African American, while the female participants were white. Data were collected in four interviews and coded by In Vivio, Pattern, and Codeweaving during the analysis process. Five themes were developed through the analysis process. Those themes were Job Choice, Preparation, Workload, and Job Effectiveness. Implications for practice include lessening teacher workloads, developing more robust mentorship programs, and improving how SEITs are prepared for the job. Future research suggested would be to compare SEITs that left the field to those that are still in the area. Also, reaching those with an innate desire to teach to those who choose to teach for convenience would be essential. Lastly, the participants of this study all had some disability they were diagnosed with at an early age. It could be helpful to look at the differences between SEITs with a diagnosed disability and those without a disability. Keywords: Burnout, Secondary School, Special Education, Teacher Retention, Urban School	en_US
dc.description.tableofcontents	Abstract i -- Table of Contents ii -- List of Tables viii -- Acknowledgments ix -- Dedication x -- Chapter I: Introduction 1 -- Background 1 -- Theoretical Framework 7 -- The Human Capital Theory of Occupational Choice 7 -- Labor Economic Theory of Supply and Demand 8 -- The Multidimensional Theory of Burnout 8 -- Statement of the Problem 11 -- Purpose of the Study 12 -- Research Questions 14 -- Significance of the Study 15 -- Definition of Terms 17 -- Summary of Methodology 17 -- Limitations 20 -- Organization of Study 20 -- Summary 21 -- Chapter II: Literature Review 22 -- Introduction 22 -- History of Special Education 22 -- Preparation of Special Education Inclusion Teachers 25 -- History of Special Education Teacher Preparation 25 -- The Effectiveness of Today’s Teacher Preparation for SEITs 27 -- Perception of Teacher Preparation Programs 28 -- Theoretical Frameworks 31 -- Occupational Burnout 31 -- The impact of burnout on the field of teaching 32 -- Burnout and personality traits 39 -- Burnout and demographic variables 39 -- Coping strategies to combat burnout 42 -- Human Capital Theory of Occupational Choice 46 -- Improving intrinsic and extrinsic values 46 -- Labor Economic Theory of Supply and Demand 50 -- The reasoning behind teacher supply shortages 51 -- Conclusion 53 -- Chapter III: Methodology 55 -- Introduction 55 -- Research Design 55 -- Population & Sample 56 -- Data Collection Methods 59 -- Data Analysis Procedures 62 -- Threats to Validity 64 -- Summary 67 -- Chapter IV: Description of Site and Participants 69 -- Introduction 69 -- Site Description 70 -- Description of Participants 71 -- Participant Profiles 72 -- Disclaimer on Participant Identities 72 -- Darcy Profile 72 -- John Profile 74 -- Lucy Profile 76 -- Connor Profile 79 -- Description of Each Participant’s Former School 81 -- Darcy School Profile 82 -- John School Profile 82 -- Lucy School Profile 83 -- Connor School Profile 83 -- Chapter V: Results 85 -- Introduction 85 -- Participant Results 86 -- Darcy Results 86 -- Results related to experiences of special education inclusion -- teachers who have left the profession 86 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 92 -- Results on the impact of classroom experiences on the -- decision to leave the field 93 -- John Results 97 -- Results related to experiences of special education inclusion -- teachers who have left the profession 97 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 100 -- Results on the impact of classroom experiences on the -- decision to leave the field 101 -- Lucy Results 105 -- Results related to experiences of special education inclusion -- teachers who have left the profession 105 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 108 -- Results on the impact of classroom experiences on the -- decision to leave the field 109 -- Connor Results 112 -- Results related to experiences of special education inclusion -- teachers who have left the profession 112 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 115 -- Results on the impact of classroom experiences on the -- decision to leave the field 117 -- Chapter VI: Analysis 121 -- Introduction 121 -- Themes 121 -- Discussion of Themes 127 -- Reasons for choosing to teach 127 -- Preparation for the job 129 -- Job workload 130 -- Effectiveness 132 -- Perceived support 134 -- Chapter VII: Discussion of Results 137 -- Introduction 137 -- Methods and Procedures 139 -- Research Questions 139 -- Interpretations of Findings 140 -- Job choice 140 -- Preparation 142 -- Workload 144 -- Job support 145 -- Job effectiveness 147 -- Limitations 148 -- Implications for Practice 149 -- Recommendations for Future Research 153 -- Conclusion 153 -- References 157	en_US
dc.format.extent	1 electronic document and derivatives, 206 pages. 1225438 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Burn out (Psychology)	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Educational leadership	en_US
dc.subject	Georgia	en_US
dc.subject	High school teachers	en_US
dc.subject	Special education	en_US
dc.subject	Teacher turnover	en_US
dc.title	Improving the retention of special education inclusion teachers: Understanding their experiences in work and preparation in an urban setting	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Bochenko, Michael
dc.description.committee	Herbert, Fiester
dc.description.committee	Kathy, Nobles
dc.description.committee	Elaine, Reichert
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US