Retaining teachers is an important priority for school leaders, especially in special education, a field with chronic shortages. We analyzed a nationally representative survey using conservation of resources theory to examine how job demands and resources interacted with one another and with teachers’ assignments (i.e., as special and general educators) to predict intentions to continue teaching. We found that teachers were more inclined to stay in their schools when they experienced stronger school administrative and collegial support, had more access to instructional materials, and were more experienced. Teachers indicated weaker intent to stay when they experienced more problems with students, spent more time working, were less experienced, and served in higher-poverty schools. School administrative support moderated relationships between intent and (a) school poverty and (b) experience. We found no differences between special and general educators’ intent to stay, though we did find differences in the conditions predicting special versus general educators’ intent.

中文翻译：

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使用资源保护理论预测特殊和普通教育者继续教学的意图

留住教师是学校领导的重中之重，尤其是在长期短缺的特殊教育领域。我们使用资源保护理论分析了一项具有全国代表性的调查，以检查工作需求和资源如何相互影响以及如何与教师的任务（即作为特殊和普通教育工作者）相互作用，以预测继续教学的意图。我们发现，当教师获得更强的学校行政和学院支持、获得更多教学材料并且经验更丰富时，他们更倾向于留在学校。当教师遇到学生问题较多、工作时间较多、经验较少、在贫困程度较高的学校任职时，他们表示留下来的意愿较弱。学校行政支持调节了意图与 (a) 学校贫困和 (b) 经历之间的关系。我们发现特殊教育者和普通教育者留下的意图没有差异，尽管我们确实发现预测特殊教育者与普通教育者意图的条件存在差异。