The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas

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Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership (2020, background): “SETs who report their school has a culture of collective responsibility for students are more likely to intend to stay, compared with those who do not (Berry, 2012; Conley & You, 2017; Jones, Youngs, & Frank, 2013).”
Key influences on special education teachers’ intentions to leave (2017, methodology): “These strategies might include fostering teacher mentoring and meetings across grade levels and special education team meetings (Berry, 2012; Billingsley, 2004a), as well as opportunities to lead at the school level and beyond (see Collinson, 2012).”