Multitasking Is Multitaxing: Why Special Educators Are Leaving the Field.
By M. Kaff. 2004
105 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/b7115e616925748ee5456e7830c76f6752f10b43
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Olivia R. Hester
- Bonnie Billingsley
- Elizabeth F. Bettini
- J. McLeskey
- S. Bridges
- H. Mathews
- L. Rollins
- Sharon F. Conley
Citations in the corpus
- How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, unknown): “, 2001; Singh & Billingsley, 1996), high caseloads, role conflict and ambiguity, and excessive bureaucratic responsibilities (Billingsley, 2004; Brownell, Smith, McNellis, & Miller, 1997; Kaff, 2004; Morvant, Gersten, Gillman, Keating, & Blake, 1995).”
- Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership (2020, background): “SETs who collaborate across many general education classes and grade levels report experiencing difficulty coordinating their work with GETs (Kaff, 2004), while those who teach a single class that has multiple purposes (e.”
- Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013 (2014, background): “Many SETs do not feel they have the support of their principals and may lack the resources needed to manage or alleviate their overload of responsibilities (Kaff, 2004).”
- ‘Overworked and underappreciated’: special education teachers describe stress and attrition (2020, background): “…demographic characteristics associated with burnout and attrition (Williams and Dikes 2015), common factors that contribute to leaving the field (Kaff 2004; Mastropieri 2001), the effect of burnout on teacher health and student outcomes (Brunsting, Sreckovic, and Lane 2014; Emery and Vandenberg…”
- Key influences on special education teachers’ intentions to leave (2017, background): “Kaff (2004) also posited that ambiguous job design results in increased levels of stress, lower levels of commitment, and an increased intention to leave the special education field.”