Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities

By S. F. Albrecht, B. Johns, Joyce Mounsteven, O. Olorunda. 2009

105 citations recorded by the source corpus.

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Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership (2020, result): “Other studies have obtained similar findings (e.g., Albrecht et al., 2009).”
Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions (2017, result): “These items are also consistent with those used in prior studies (e.g., Albrecht et al., 2009; Billingsley et al., 2004; Jones et al., 2013).”
Key influences on special education teachers’ intentions to leave (2017, result): “These findings coincide with previous studies identifying lack of administrative support as a frequently cited cause of level of satisfaction and teacher attrition (Albrecht et al., 2009; Billingsley, 2004a; Billingsley and Cross, 1991; Boe et al., 1999; Menon, 2012; Prather-Jones, 2011; Schlichte e”
Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders (2013, background): “Administrative support has been cited as having a significant influence on a special educator’s intent, particularly that of teachers of students with EBD, to stay in the field for the long term or leave within the first few years of teaching (Albrecht et al., 2009; George et al., 1995; Lawerenson &”