Relationships Between Novice Teachers' Social Resources and Workload Manageability

被引：26

作者：

Bettini, Elizabeth A. ^{[1
]}

Jones, Nathan D. ^{[1
]}

Brownell, Mary T. ^{[2
]}

Conroy, Maureen A. ^{[2
]}

Leite, Walter L. ^{[2
]}

机构：

[1] Boston Univ, Boston, MA 02215 USA

[2] Univ Florida, Gainesville, FL USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2018年 / 52卷 / 02期

关键词：

beginning teachers; workloads; social support; special education teachers; SAMPLE-SIZE; COLLECTIVE RESPONSIBILITY; SPECIAL EDUCATORS; SCHOOL; BURNOUT; COLLEAGUES; SUPPORT; CLIMATE; NUMBER; INTENT;

D O I：

10.1177/0022466918775432

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs' and general education teachers' (GETs) perceptions of workload manageability. We found that novice SETs' perceptions of workload manageability were predicted by instructional interactions with colleagues and schools' cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.

引用

页码：113 / 126

页数：14

共 45 条

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