Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less effective workforce teaching students with significant behavioral and academic needs. Working conditions are a lever by which outcomes can be improved for SETs in these settings, yet the extant research on SETs’ working conditions in self-contained settings is scarce; no researchers have comprehensively examined these SETs’ working conditions using a national sample. To fill this crucial gap in the literature, we surveyed a national sample (n = 171) of SETs serving students with EBD in self-contained classes. We describe findings in terms of the working conditions that SETs experienced—social (e.g., administrator support, paraprofessionals, professional development) and logistical (e.g., instructional grouping, instructional resources, planning time)—providing implications for research, policy, and practice.

中文翻译：

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特殊教育工作者在自给自足环境中为有情绪或行为障碍的学生工作的条件：描述性分析

在自给自足的环境中教授情绪或行为障碍 (EBD) 学生的特殊教育教师 (SET) 通常资质较差、压​​力更大、精疲力竭，并且与其他 SET 相比更有可能离开教学，从而导致劳动力教学效率较低有重大行为和学术需求的学生。工作条件是在这些环境中可以改善 SET 的结果的杠杆，但现有的关于独立环境中 SET 工作条件的研究很少；没有研究人员使用国家样本全面检查这些 SET 的工作条件。为了填补文献中的这一关键空白，我们调查了一个全国样本（n = 171），在自给自足的班级中为患有 EBD 的学生提供服务。我们根据 SET 所经历的工作条件——社交（例如，