Keeping the Committed: The Importance of Induction and Support Programs for New Special Educators

By L. Boyer, Phoebe Gillespie. 2000

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Special Education Teacher Retention and Attrition (2004, background): “There is increasing interest in supporting beginning teachers (e.g., Boyer & Gillespie, 2000; Rosenberg et al., 1997; Whitaker, 2000); however, few studies examine the specific needs of beginning special educators, and even fewer reports are available on the effectiveness of induction programs.”
Pathways to Burnout: Case Studies in Teacher Isolation and Alienation (2005, background): “Lack of commitment on the part of the mentor certainly is known to affect retention (Boyer & Gillespie, 2000).”
‘Overworked and underappreciated’: special education teachers describe stress and attrition (2020, background): “Previous findings suggest that working with students is a contributor to special education teacher stress (Boyer and Gillespie 2000; Thornton, Peltier, and Medina 2007).”
Self-efficacy and burnout in teachers of students with autism spectrum disorder (2017, background): “This is even truer when teaching pupils with ASD, which represents a complex professional situation in which the feeling of self-efficacy can be decisive for mental health preservation (Boyer & Gillespie, 2000; Jennett et al., 2003; Lecavalier et al., 2006).”