Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which conditions are most important for these special educators. Using structural equation modeling to analyze data from a national survey, we found that special educators’ perceptions of adequacy of planning time, workload manageability, stress, and emotional exhaustion mediated relationships between other working conditions and intent to stay. Specifically, special educators who reported that they (a) spent more time planning outside school (b) supervised more paraprofessionals, (c) had limited access to curricular resources, and (d) served more heterogeneous instructional groups were more likely to report having insufficient planning time, unmanageable workloads, stress, emotional exhaustion, and intent to leave. Results imply that administrators should target planning time, curricular resources, and instructional grouping.

中文翻译：

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预测特殊教育者在自给自足的环境中继续教有情绪或行为障碍的学生的意图

学校很难留住特殊教育工作者，以便在自给自足的环境中为患有情绪或行为障碍 (EBD) 的学生提供服务，因为与其他教育工作者相比，他们的倦怠率和流失率更高。管理人员可以通过改善工作条件来防止这些结果，但研究提供的关于哪些条件对这些特殊教育者最重要的见解有限。使用结构方程模型分析来自全国调查的数据，我们发现特殊教育工作者对计划时间、工作量可管理性、压力和情绪耗竭的看法介导了其他工作条件和留下意愿之间的关系。具体而言，特殊教育工作者报告说他们 (a) 在校外计划上花费了更多时间 (b) 监督了更多的辅助专业人员，(c) 获得课程资源的机会有限，并且 (d) 服务于更多异类的教学团体更有可能报告计划时间不足、工作量难以管理、压力、情绪疲惫和打算离开。结果意味着管理员应该以计划时间、课程资源和教学分组为目标。