As of 2015, approximately one in five special educators received licensure through an alternative pathway. Although evidence suggests that emotional exhaustion contributes to special educator attrition, few studies examine firsthand the emotional experiences of novice, alternatively certified special educators. Guided by Tuxford and Bradley’s model of emotional job demands, we explore the ways in which eight teachers perceive and navigate their new profession. Findings indicate that novice special educators (a) experience a range of intense emotions, ranging from extreme pride to deep despair, (b) regulate emotional displays toward students and colleagues to meet professional norms, and (c) invest in the emotional well-being and development of their students. Participants report widespread barriers to this work. Results have implications for researchers, teachers, and administrators interested in retaining novice special educators, and point to several clear pathways for future research in this important and under-researched area of teacher induction.

截至2015年，大约五分之一的特殊教育者通过替代途径获得了执照。尽管有证据表明情绪疲惫会导致特殊教育工作者的流失，但很少有研究直接检验新手或经认证的特殊教育工作者的情感经历。在塔克斯福德（Tuxford）和布拉德利（Bradley）的情感工作需求模型的指导下，我们探索了八位教师感知和驾驭他们的新职业的方式。调查结果表明，新手特殊教育者（a）经历了一系列强烈的情绪，从极端的骄傲到深深的绝望，（b）调节对学生和同事的情感展示，以符合职业规范，以及（c）投资于情感幸福和学生的发展。与会者报告了这项工作的普遍障碍。