School administrators make decisions that directly affect the educational context in which teachers work and students learn. In this commentary, we argue that addressing the burnout of individual special educators without attending to school working conditions may do little to improve teachers' burnout and the outcomes of students with…

Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our…

The study aims to analyse the phenomenon in a holistic and comprehensive way according to the perceptions of education workers who experience presenteeism more frequently and reveal the relationship of presenteeism with the sociological, psychological, and theological dynamics of Turkish society. The study was conducted with a phenomenological…

Little research has examined the perceptions of special education teachers who teach students with Emotional Behavior Disorders (EBD). This study aimed to provide insight into how educators are preparing EBD students for post-high school living. The conceptual framework for the study was based on Braun's theory, which examines teachers'…

This review considers the prevalence and nature of physically aggressive behaviors by people with mental retardation and describes possible causal factors. The present status of both behavioral and pharmacological interventions for aggression are assessed, and the importance of devising reactive management plans for aggressive behaviors is…

Occupational stress ratings from 415 teachers of students with emotional/behavioral disorders (EBD) was modeled by regression, using teacher demographic characteristics, working conditions, and the ability to work with children with EBD as factors. All working condition variables, professional experience, and ability to work with externalizing…

A survey of 402 teachers of students with behavior disorders gathered information on classroom conditions, perceptions of collegial and administrative support, job satisfaction, and professional judgment regarding student placement. Results indicate that teachers work in relative isolation and are moderately satisfied with their jobs. (Author/JDD)

A study examined the job performance of 47 adolescents with emotional and behavioral disorders. Significant discrepancies were found between supervisors' ratings of the importance of work behaviors and their ratings of adolescents' performance of the same behaviors. Adolescents' self-evaluations were significantly more favorable than the ratings…

A research review found reasonable evidence for an association between challenging behavior and staff stress, and some evidence for temporal precedence. However, few researchers had analyzed data enabling elimination of alternative explanations. It is proposed that staff negative emotional reactions mediate impact of challenging behaviors on staff…

This pamphlet discusses the legal protections for employees with psychiatric disabilities, and analyzes the decisions of federal and state courts in cases where employees who claimed a psychiatric disorder challenged an employment decision under the Americans with Disabilities Act of 1990 (ADA), the Rehabilitation Act of 1973, or state law. It…

The purpose of the study was to provide insight into the inability to retain qualified special education teachers. Why do special educators say they want to leave? What conditions would encourage them to stay? Nearly half of the teachers reported they planned to leave the field in the next 5 years. They cited three areas of concern: administrative…