Research Article
BibTex RIS Cite

Mesleğin İlk Yılında Özel Eğitim Öğretmenleri

Year 2025, Erken Görünüm, 1 - 23
https://doi.org/10.21565/ozelegitimdergisi.1505579

Abstract

Giriş: Mesleğin ilk yıllarında edinilen tecrübeler özel eğitim öğretmenlerinin mesleğe yönelik tutumlarını etkilemektedir. Bu nedenle özel eğitim öğretmenlerinin ilk deneyimlerinin ve algılarının anlaşılması onların mesleğe yönelik tutumları, meslekte kalma durumları ve başarıları için önem taşımaktadır. Bu araştırmada özel eğitim öğretmenlerinin mesleklerinin ilk yılında edindikleri deneyimleri ve bu deneyimlere ilişkin başarılı ve başarısızlık algılarının derinlemesine incelenmesi amaçlanmıştır.
Yöntem: Araştırma amacı doğrultusunda araştırma nitel araştırma yöntemi desenlerinden fenomenoloji ile tasarlanmıştır. Araştırmanın çalışma grubunu 17 özel eğitim öğretmeni oluşturmaktadır. Çalışma grubu amaçlı örnekleme yöntemi türlerinden ölçüt örnekleme ve kartopu örnekleme yöntemi ile belirlenmiştir. Araştırma verileri araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Araştırma sürecinde çalışma grubu ile bireysel görüşme ve odak grup görüşmeleri gerçekleştirilmiştir. Araştırmadan elde edilen veriler tematik analiz ile tümevarımsal bir yaklaşımla analiz edilmiştir. Araştırma verilerinin tematik analizi sonucunda sekiz temaya ulaşılmıştır.
Bulgular: Araştırma sonuçları özel eğitim öğretmenlerinin mesleğin ilk yıllarında öğretim süreci, kurumsal işleyiş, iş birliği-ilişkiler konularında hem başarılı hem de başarısız olarak nitelendirdikleri deneyimlerin olduğunu göstermektedir. Mesleğin ilk yılında edinilen deneyimler öğretmenlerin mesleki hedeflerini, hislerini ve beklentilerini etkilemektedir. Ayrıca araştırma bulguları okul ortamı, iş birliği-ilişkiler ve öğrenci özellikleri özel eğitim öğretmenlerinin deneyimlerini etkilediğini göstermektedir.
Tartışma: Araştırmadan elde edilen bulgular; özel eğitim öğretmenlerinin mesleğin ilk yılına ilişkin deneyimlerinin alanyazında yer alan pek çok çalışma bulgusu ile tutarlı olduğunu göstermektedir.

Ethical Statement

Bu araştırmanın etik kurul izni Sosyal Bilimlerde İnsan Araştırmaları Etik Kurulunun 04.10.2021 tarihi ve 2021/10 sayılı toplantısında onaylanmıştır.

References

  • Albrecht, S. F., Jones, B. H., Mounsteven, J., & Olorunda, O. (2009). Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities. Psychology in the Schools, 46, 1006-1002. https://doi.org/10.1002/pits.20440
  • Bettini, E., Cumming, M. M., O’Brien, K. M., Brunsting, N. C., Ragunathan, M., Sutton, R., & Chopra, A. (2020). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), 209-228. https://doi.org/10.1177/0014402919873556
  • Billingsley, B. S. & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. Journal of Special Education, 25, 453-471. https://doi.org/10.1177/002246699202500404
  • Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The journal of special education, 38(1), 39-55. https://doi.org/10.1177/0022466904038001040
  • Billingsley, B. S., & Cross, L. H. (1991). Teachers’ decisions to transfer from special to general education. The Journal of Special Education, 24, 496-511. https://doi.org/10.1177/002246699102400408
  • Billingsley, B. S., & Tomchin, E. M. (1992). Four beginning LD teachers: What their experiences suggest for trainers and employers. Learning Disabilities Research and Practice, 7(2), 104-112.
  • Billingsley, B., & Bettini, E. (2017). Improving special education teacher quality and effectiveness. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 501-520). New York, NY: Taylor & Francis.
  • Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education, 43(1), 7-27. https://doi.org/10.1177/0888406419880353
  • Billingsley, B., Carlson, E., & Klein, S. (2004). The working conditions and induction support of early career special educators. Exceptional children, 70(3), 333-347. https://doi.org/10.1177/00144029040700030
  • Billingsley, B., Pyecha, J., Smith-Davis, J., Murray, K., & Hendricks, M. B. (1995). Improving the Retention of Special Education Teachers: Final report. RTI Project 5168.
  • Boe, E. E., Bobbitt, S. A., Cook, L. H., Whitener, S. D., & Weber, A. L. (1997). Why didst thou go? Predictors of retention, transfer, and attrition of special and general education teachers from a national perspective. The Journal of Special Education, 30(4), 390-411. https://doi.org/10.1177/002246699703000403
  • Boyer, L., & Gillespie, P. (2000). Keeping the committed: The importance of induction and support programs for new special educators. Teaching Exceptional Children, 33(1), 10-15 https://doi.org/10.1177/004005990003300102
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional children, 71(2), 195-207. https://doi.org/10.1177/00144029050710020
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brownell, M. T., Sindelar, P. T., Bishop, A. G., Langley, L. K., & Seo, S. (2002). Special education teacher supply and teacher quality: The problems, the solutions. Focus on Exceptional Children, 35(2), 1.
  • Brunsting, N. C., Bettini, E., Rock, M., Royer, D. J., Common, E. A., Lane, K. L., Xie, F., Chen, A., & Zeng, F. (2022). Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study. Remedial and Special Education, 43(3), 160-171. https://doi.org/10.1177/07419325211030562
  • Brunsting, N. C., Cumming, M. M., Garwood, J. G., & Uquiza, N. (2023). Special educators’wellbeing, burnout, and engagement. In E. McCray, E. Bettini, M. T. Brownell, J. McLeskey, &P. Sindelar (Eds.), Handbook of Research on Special Education Teacher Preparation (2nd ed.,pp. 296-318), Routledge. https://doi.org/10.4324/9781003297093-19
  • Carter, K. B., & Scruggs, T. E. (2001). Thirty-one students: Reflections of a first-year teacher of students with mental retardation. The Journal of Special Education, 35(2), 100-104. https://doi.org/10.1177/002246690103500205
  • Conderman, G., & Stephens, J. T. (2000). Voices from the field: Reflections from beginning special educators. Teaching Exceptional Children, 33(1), 16-21. https://doi.org/10.1177/004005990003300103
  • Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration & Leadership, 45, 521-540. https://doi.org/10.1177/1741143215608859
  • Creswell, J. W. (2021). Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative Inquiry and Research Design: Choosing Among Five Approaches] (S. B. Demir & M. Bütün, Çev. Ed. 6. Baskı). Siyasal Yayın Dağıtım. (Orijinal kitabın yayın tarihi 1997)
  • Cross, L. H., & Billingsley, B. S. (1994). Testing a model of special educators' intent to stay in teaching. Exceptional Children, 60(5), 411-421. https://doi.org/10.1177/001440299406000504
  • Cumming, M., O’Brien, K. M., Brunsting, N. C., & Bettini, E. (2021). Special educators’ working conditions, self-efficacy, and instructional and behavior management practice use with students with Emotional/Behavioral Disorders in self-contained settings. Remedial and Special Education, 42(4), 220-234. https://doi.org/10.1177/0741932520924121
  • Davis, K. C., & Palladino, J. M. (2011). Compassion Fatigue among Secondary Special Education Teachers: A Case Study about Job Stress and Burnout. Online Submission. 1-68.
  • DeMik, S. A. (2008). Experiencing attrition of special education teachers through narrative inquiry. The High School Journal, 92(1), 22-32. https://doi.org/10.1353/hsj.0.0009
  • Dere-Çiftçi, H. (2015). Özel eğitim merkezlerinde çalışan öğretmenlerin mesleki yetkinlik ve tükenmişlik düzeyleri arasındaki ilişkinin belirlenmesi [Identifying the relationship between professional self-efficacy and burnout levels of teachers working in special education centres]. Mediterranean Journal of Humanities, 1, 221-241. https://doi.org/10.13114/MJH.2015111378
  • Dinç, G. (2018). Özel eğitim kurumlarında çalışan özel eğitim öğretmenlerinin mesleki tükenmişlik düzeyleri ile öznel iyi oluş düzeylerinin incelenmesi [Examination of job-burnout levels and subjective well-being levels of special education teachers working in private educational institutions]. (Tez Numarası: 524807) [Yüksek Lisans tezi, Biruni Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Efilti, E., Demirci, B., & Karaduman, M. (2021). Özel eğitim öğretmenlerinin özel eğitime ve özel eğitim öğrencilerine yönelik metaforik algılarının incelenmesi [Investigation of the ımpact of the cognitive behavior therapy method on the theory of mind skills of mentally disabled children]. OPUS International Journal of Society Researches, 17(33), 221-251. https://doi.org/10.26466/opus.754317
  • Embich, J. L. (2001). The relationship of secondary special education teachers' roles and factors that lead to professional burnout. Teacher Education and Special Education, 24(1), 58-69. https://doi.org/10.1177/088840640102400109
  • Ergenekon, Y. (2005). İşe yeni başlayan zihin özürlüler öğretmenlerinin mesleksel sorunlarının belirlenmesi ve bu sorunları gidermeye yönelik önerilerin geliştirilmesi [Identifying the work-related problems of first year teachers of the mentally retarded and developing suggestions for solving these problems]. (Tez Numarası: 143990) [Doktora tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Ergenekon, Y. (2009). Özel eğitim öğretmenlerine mesleklerinin ilk yılında sağlanan destekler [The support services being provided to the special education teachers in their first year]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(1), 215-239.
  • Ersoy, F. (2019). Fenomenoloji. A. Saban & A. Ersoy (Eds.), Eğitimde nitel araştırma desenleri [Qualitative research designs in education] içinde (ss. 81-134). Anı Yayıncılık.
  • Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The State of the Special Education Profession survey report. Arlington, VA: Council for Exceptional Children. Retrieved from https://www.cec.sped.org/~/media/Files/SpEd%20Topics/State%20of%20the%20rofession/The%20State%20of%20the%20Special%20Education%20Profession%20%20Final%20CEC%20Report.pdf
  • Garwood, J. D., Werts, M. G., Varghese, C., & Gosey, L. (2018). Mixed-methods analysis of rural special educators’ role stressors, behavior management, and burnout. Rural Special Education Quarterly, 37(1), 30-43. https://doi.org/10.1177/8756870517745270
  • Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators' intent to stay. Exceptional Children, 67(4), 549-567. https://doi.org/10.1177/001440290106700408
  • Gilmour, A. F., & Wehby, J. H. (2019). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), 1042–1060. https://doi.org/10.1037/edu0000394
  • Giorgi, A. & Giorgi, B. (2003). The descriptive phenomenological psychological method. Qualitative Research in Psychology. Camic, P.M., Rhodes, J.E. and Yardley, L., (Eds.), In Expanding Perspectives in Methodology and Design, (pp.243-273). American Psychological Association, Washington DC, https://doi.org/10.1037/10595-013.
  • Giorgi, A., Giorgi, B. & Morley, J. (2017). The descriptive phenomenological psychological method. In C. Willing & W. Stainton Rogers (Eds.), The sage handbook of qualitative research in psychology (2nd ed., pp.176-192). Sage Publications.
  • Girgin, G., & Baysal, A. (2005). Zihinsel engelli öğrencilere eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi ve bazı değişkenler (İzmir örneği) [The level of occupational burnout of teachers who teach mentally disabled students and some variables (Izmir sample)]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 1-10.
  • Gold, J. (1996). Enhancing professional development in special education through the web. Computer-Mediated Communication Magazine. October. https://johndecember.com/cmc/mag/1996/oct/gold.html adresinden erişildi.
  • Griffin, C. C., Kilgore, K. L., Winn, J. A., Otis-Wilborn, A., Hou, W., & Garvan, C. W. (2009). First-year special educators: The influence of school and classroom context factors on their accomplishments and problems. Teacher Education and Special Education, 32(1), 45-63. https://doi.org/10.1177/0888406408330870
  • Griffin, C.C., Winn, J.A., Otis-Wilborn, A., & Kilgore, K.L. (2003). New Teacher Induction in Special Education. (COPSSE Document Number RS-5). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.
  • Güleç-Aslan, Y., Özbey, F., Sola-Özgüç, C., & Cihan, H. (2014). Vaka araştırması: Özel eğitim alanında çalışan öğretmenlerin sorunları ve ihtiyaçları [A case study: The problems and needs of teachers workıng ın the fıeld of specıal educatıon]. Journal of International Social Research, 7(31), 639-654.
  • Hagaman, J. L., & Casey, K. J. (2018). Teacher attrition in special education: Perspectives from the field. Teacher Education and Special Education, 41(4), 277-291. https://doi.org/10.1177/0888406417725797
  • Hester, O. R., Bridges, S. A., & Rollins, L. H. (2020). ‘Overworked and underappreciated’: special education teachers describe stress and attrition. Teacher Development, 24(3), 348-365. https://doi.org/10.1080/13664530.2020.1767189
  • Işık, E., & Semerci, Ç. (2019). Eğitim alanı nitel araştırmalarında veri üçgenlemesi olarak odak grup görüşmesi, bireysel görüşme ve gözlem [Focus group ınterviews, ındividual ınterviews and observations as data triangulation ın qualitative studies ın education]. Turkish Journal of Educational Studies, 6(3), 53-66. https://doi.org/10.33907/turkjes.607997
  • Jackson, K. & Parker, L. (2023). Building Resilience: Strategies to Combat Burnout and Attrition in New Special Education Teachers. Journal of Special Education Preparation, 3(3), 56-70. https://doi.org/10.33043/JOSEP.3.3.56-70
  • Karahan, Ş., & Balat, G. U. (2011). Özel eğitim okullarında çalışan eğitimcilerin öz-yeterlik algılarının ve tükenmişlik düzeylerinin incelenmesi [The analysis of self-efficacy perception and burnout level of special education school educators]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 1-14.
  • Kilgore, K., Griffin, C., Otis-Wilborn, A., & Winn, J. (2003). The problems of beginning special education teachers: Exploring the contextual factors influencing their work. Action in Teacher Education, 25(1), 38-47. https://doi.org/10.1080/01626620.2003.10463291
  • Lane, K. L., Cabell, S. Q., & Drew, S. V. (2021). A productive scholar’s guide to respectful, responsible inquiry during the COVID-19 pandemic: Moving forward. Journal of Learning Disabilities, 55(5), 388-399. https://doi.org/10.1177/00222194211023186
  • Lee, Y., Patterson, P. P., & Vega, L. A. (2011). Perils to self-efficacy perceptions and teacher-preparation quality among special education intern teachers. Teacher Education Quarterly, 38(2), 61-76. https://www.jstor.org/stable/23479693
  • Leko, M. M., Chiu, M. M., & Roberts, C. A. (2018). Individual and contextual factors related to secondary special education teachers’ reading instructional practices. The Journal of Special Education, 51(4), 236-250. https://doi.org/10.1177/0022466917727514
  • Lloyd, S. R., Wood, T. A., & Moreno, G. (2000). What's a mentor to do?. Teaching exceptional children, 33(1), 38-42. https://doi.org/10.1177/004005990003300107
  • Madigan, D. J., & Curran, T. (2020). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387–405. https://doi.org/10.1007/s10648-020-09533-1
  • Mastropieri, M. A. (2001). Is the glass half full or half empty? Challenges encountered by first-year special education teachers. The Journal of Special Education, 35(2), 66-74. https://doi.org/10.1177/002246690103500201
  • Mathews, H. M., Lillis, J. L., Bettini, E., Peyton, D. J., Pua, D., Oblath, R., Jones, N. D., Smith, S. W., & Sutton, R. (2021). Working conditions and special educators’ reading instruction for students with emotional and behavioral disorders. Exceptional Children, 87, 476–496. https://doi.org/10.1177/0014402921999825
  • Miller, M. D., Brownell, M. T., & Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65(2), 201-218. https://doi.org/10.1177/001440299906500206
  • Morvant, M., Gersten, R., Gillman, J., Keating, T., & Blake, G. (1995). Attrition/retention of urban special education teachers: Multi-faceted research and strategic planning. Retrieved from ERIC database.(389154).
  • O’Brien, K. M., Brunsting, N. C., Bettini, E., Cumming, M. M., Ragunathan, M., & Sutton, R. (2019). Special educators’ working conditions in self-contained settings for students with emotional or behavioral disorders: A descriptive analysis. Exceptional Children, 86(1), 40-57. https://doi.org/10.1177/0014402919868946
  • Park, E. Y., & Shin, M. (2020). A meta-analysis of special education teachers’ burnout. Sage Open, 10(2), 1-18. https://doi.org/10.1177/2158244020918297
  • Robinson, O. P., Bridges, S. A., Rollins, L. H., & Schumacker, R. E. (2019). A Study of the Relation between Special Education Burnout and Job Satisfaction. Journal of Research in Special Educational Needs, 19(4), 295–303. https://doi.org/10.1111/1471-3802.12448
  • Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519-532.https://doi.org/10.1111/bjep.12089
  • Singer, J. D. (1992). Are special educators' career paths special? Results from a 13-year longitudinal study. Exceptional Children, 59(3), 262-279. https://doi.org/10.1177/001440299305900309
  • Stark, K., Bettini, E., Cumming, M., O’Brien, K. M., Brunsting, N., Huggins-Manley, C., Binkert, G, & Shaheen, T. (2023). Measuring special educators’ working conditions: A systematic review. Remedial and Special Education, 44(2), 137-153. https://doi.org/10.1177/07419325221079015
  • Stelitano, L., Perera, R., & Johnston, W. R. (2019). Supporting students with high-incidence disabilities in U.S. schools: National findingsfrom the American educator panels. RAND Corporation. Retrieved from https://www. rand.org/pubs/research_reports/RR2992.html
  • Strogilos, V., Nikolaraizi, M., & Tragoulia, E. (2012). Experiences among beginning special education teachers in general education settings: the influence of school culture. European Journal of Special Needs Education, 27(2), 185-199. https://doi.org/10.1080/08856257.2011.645588
  • Sucuoğlu, B., & Kuloğlu, N. (1996). Özürlü çocuklarla çalışan öğretmenlerde tükenmişliğin değerlendirilmesi [Evaluation of burnout in teachers working with disabled children]. Türk Psikoloji Dergisi, 11(36), 44-60.
  • Sutton, J., & Austin, Z. (2015). Qualitative Research: Data collection, analysis, and management. The Canadian Journal of Hospital Pharmacy, 68(3), 226–231. https://doi.org/10.4212/cjhp.v68i3.1456
  • Şahin, F., & Şahin, D. (2012). Engelli bireylerle çalışan özel eğitim öğretmenlerinin tükenmişlik düzeyinin belirlenmesi [Examining the burn-out level of special education teachers working with disabled ındividuals]. Journal of Teacher Education and Educators, 1(2), 275-294.
  • Thornton, B., Peltier, G., & Medina, R. (2007). Reducing the special education teacher shortage. The Clearing House. A Journal of Educational Strategies, Issues and Ideas, 80(5), 233-238. https://doi.org/10.3200/TCHS.80.5.233-238
  • Vagle, M.D. (2018). The ımportance of prepositions. ın crafting phenomenological research (Second Edition) (sf. 73-94). Routledge.
  • Vannest, K. J., & Hagan-Burke, S. (2010). Teacher time use in special education. Remedial and Special Education, 31, 126-142. https://doi.org/10.1177/0741932508327459
  • Whitaker, S. D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66(4), 546-566. https://doi.org/10.1177/001440290006600407
  • Wong, V. W., Ruble, L. A., Yu, Y., & McGrew, J. H. (2017). Too stressed to teach? Teaching quality, student engagement, and IEP outcomes. Exceptional Children, 83, 412–427. https://10.1177/0014402917690729
  • Yıldırım A. ve Şimşek, H. (2021). Nitel araştırmalarda sık rastlanan hatalar. Sosyal bilimlerde nitel araştırma yöntemleri içinde (sf. 361-378).
  • Yıldırım A. ve Şimşek, H. (2021). Nitel veri analizi. Sosyal bilimlerde nitel araştırma yöntemleri içinde (sf. 237-276).
  • Yüksel, B. (2009). Özel eğitim ve genel eğitim öğretmenlerinin tükenmişliklerine etki eden değişkenlerin irdelenmesi [An analysis of the variables influencing the burnout of special and general teachers]. (Tez Numarası: 324835) [Yüksek lisans tezi, Ankara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Special Education Teachers in the First Year of Profession

Year 2025, Erken Görünüm, 1 - 23
https://doi.org/10.21565/ozelegitimdergisi.1505579

Abstract

Introduction: Experiences gained in the first years of the profession affect special education teachers' attitudes toward the profession. Therefore, understanding the first experiences and perceptions of special education teachers is essential for their attitudes towards the profession, retention, and success. This study aimed to examine in depth the experiences of special education teachers in the first year of their profession and their perceptions of success and failure related to these experiences.
Method: In line with the research purpose, the study was designed using phenomenology, one of the qualitative research method designs. The research group consisted of 17 special education teachers. The study group was determined by criterion sampling and snowball sampling methods among the purposeful sampling methods. Research data were collected through semi-structured interview forms developed by the researchers. Individual and focus group interviews were conducted with the study group during the research process. The data obtained from the research were analyzed inductively through thematic analysis. As a result of the thematic analysis of the research data, eight themes were reached.
Findings: The study results show that special education teachers have successful and unsuccessful experiences regarding the teaching process, institutional functioning, and cooperation relationships in the first years of their profession. Experiences gained in the first year of the profession affect teachers' professional goals, emotions, and expectations. In addition, research findings show that school environment, collaboration relationships, and student characteristics affect the experiences of special education teachers.
Discussion: The study's findings show that special education teachers' experiences in the first year of their profession are consistent with the findings of many studies in the literature.

References

  • Albrecht, S. F., Jones, B. H., Mounsteven, J., & Olorunda, O. (2009). Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities. Psychology in the Schools, 46, 1006-1002. https://doi.org/10.1002/pits.20440
  • Bettini, E., Cumming, M. M., O’Brien, K. M., Brunsting, N. C., Ragunathan, M., Sutton, R., & Chopra, A. (2020). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), 209-228. https://doi.org/10.1177/0014402919873556
  • Billingsley, B. S. & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. Journal of Special Education, 25, 453-471. https://doi.org/10.1177/002246699202500404
  • Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The journal of special education, 38(1), 39-55. https://doi.org/10.1177/0022466904038001040
  • Billingsley, B. S., & Cross, L. H. (1991). Teachers’ decisions to transfer from special to general education. The Journal of Special Education, 24, 496-511. https://doi.org/10.1177/002246699102400408
  • Billingsley, B. S., & Tomchin, E. M. (1992). Four beginning LD teachers: What their experiences suggest for trainers and employers. Learning Disabilities Research and Practice, 7(2), 104-112.
  • Billingsley, B., & Bettini, E. (2017). Improving special education teacher quality and effectiveness. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 501-520). New York, NY: Taylor & Francis.
  • Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education, 43(1), 7-27. https://doi.org/10.1177/0888406419880353
  • Billingsley, B., Carlson, E., & Klein, S. (2004). The working conditions and induction support of early career special educators. Exceptional children, 70(3), 333-347. https://doi.org/10.1177/00144029040700030
  • Billingsley, B., Pyecha, J., Smith-Davis, J., Murray, K., & Hendricks, M. B. (1995). Improving the Retention of Special Education Teachers: Final report. RTI Project 5168.
  • Boe, E. E., Bobbitt, S. A., Cook, L. H., Whitener, S. D., & Weber, A. L. (1997). Why didst thou go? Predictors of retention, transfer, and attrition of special and general education teachers from a national perspective. The Journal of Special Education, 30(4), 390-411. https://doi.org/10.1177/002246699703000403
  • Boyer, L., & Gillespie, P. (2000). Keeping the committed: The importance of induction and support programs for new special educators. Teaching Exceptional Children, 33(1), 10-15 https://doi.org/10.1177/004005990003300102
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional children, 71(2), 195-207. https://doi.org/10.1177/00144029050710020
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brownell, M. T., Sindelar, P. T., Bishop, A. G., Langley, L. K., & Seo, S. (2002). Special education teacher supply and teacher quality: The problems, the solutions. Focus on Exceptional Children, 35(2), 1.
  • Brunsting, N. C., Bettini, E., Rock, M., Royer, D. J., Common, E. A., Lane, K. L., Xie, F., Chen, A., & Zeng, F. (2022). Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study. Remedial and Special Education, 43(3), 160-171. https://doi.org/10.1177/07419325211030562
  • Brunsting, N. C., Cumming, M. M., Garwood, J. G., & Uquiza, N. (2023). Special educators’wellbeing, burnout, and engagement. In E. McCray, E. Bettini, M. T. Brownell, J. McLeskey, &P. Sindelar (Eds.), Handbook of Research on Special Education Teacher Preparation (2nd ed.,pp. 296-318), Routledge. https://doi.org/10.4324/9781003297093-19
  • Carter, K. B., & Scruggs, T. E. (2001). Thirty-one students: Reflections of a first-year teacher of students with mental retardation. The Journal of Special Education, 35(2), 100-104. https://doi.org/10.1177/002246690103500205
  • Conderman, G., & Stephens, J. T. (2000). Voices from the field: Reflections from beginning special educators. Teaching Exceptional Children, 33(1), 16-21. https://doi.org/10.1177/004005990003300103
  • Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration & Leadership, 45, 521-540. https://doi.org/10.1177/1741143215608859
  • Creswell, J. W. (2021). Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative Inquiry and Research Design: Choosing Among Five Approaches] (S. B. Demir & M. Bütün, Çev. Ed. 6. Baskı). Siyasal Yayın Dağıtım. (Orijinal kitabın yayın tarihi 1997)
  • Cross, L. H., & Billingsley, B. S. (1994). Testing a model of special educators' intent to stay in teaching. Exceptional Children, 60(5), 411-421. https://doi.org/10.1177/001440299406000504
  • Cumming, M., O’Brien, K. M., Brunsting, N. C., & Bettini, E. (2021). Special educators’ working conditions, self-efficacy, and instructional and behavior management practice use with students with Emotional/Behavioral Disorders in self-contained settings. Remedial and Special Education, 42(4), 220-234. https://doi.org/10.1177/0741932520924121
  • Davis, K. C., & Palladino, J. M. (2011). Compassion Fatigue among Secondary Special Education Teachers: A Case Study about Job Stress and Burnout. Online Submission. 1-68.
  • DeMik, S. A. (2008). Experiencing attrition of special education teachers through narrative inquiry. The High School Journal, 92(1), 22-32. https://doi.org/10.1353/hsj.0.0009
  • Dere-Çiftçi, H. (2015). Özel eğitim merkezlerinde çalışan öğretmenlerin mesleki yetkinlik ve tükenmişlik düzeyleri arasındaki ilişkinin belirlenmesi [Identifying the relationship between professional self-efficacy and burnout levels of teachers working in special education centres]. Mediterranean Journal of Humanities, 1, 221-241. https://doi.org/10.13114/MJH.2015111378
  • Dinç, G. (2018). Özel eğitim kurumlarında çalışan özel eğitim öğretmenlerinin mesleki tükenmişlik düzeyleri ile öznel iyi oluş düzeylerinin incelenmesi [Examination of job-burnout levels and subjective well-being levels of special education teachers working in private educational institutions]. (Tez Numarası: 524807) [Yüksek Lisans tezi, Biruni Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Efilti, E., Demirci, B., & Karaduman, M. (2021). Özel eğitim öğretmenlerinin özel eğitime ve özel eğitim öğrencilerine yönelik metaforik algılarının incelenmesi [Investigation of the ımpact of the cognitive behavior therapy method on the theory of mind skills of mentally disabled children]. OPUS International Journal of Society Researches, 17(33), 221-251. https://doi.org/10.26466/opus.754317
  • Embich, J. L. (2001). The relationship of secondary special education teachers' roles and factors that lead to professional burnout. Teacher Education and Special Education, 24(1), 58-69. https://doi.org/10.1177/088840640102400109
  • Ergenekon, Y. (2005). İşe yeni başlayan zihin özürlüler öğretmenlerinin mesleksel sorunlarının belirlenmesi ve bu sorunları gidermeye yönelik önerilerin geliştirilmesi [Identifying the work-related problems of first year teachers of the mentally retarded and developing suggestions for solving these problems]. (Tez Numarası: 143990) [Doktora tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Ergenekon, Y. (2009). Özel eğitim öğretmenlerine mesleklerinin ilk yılında sağlanan destekler [The support services being provided to the special education teachers in their first year]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(1), 215-239.
  • Ersoy, F. (2019). Fenomenoloji. A. Saban & A. Ersoy (Eds.), Eğitimde nitel araştırma desenleri [Qualitative research designs in education] içinde (ss. 81-134). Anı Yayıncılık.
  • Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The State of the Special Education Profession survey report. Arlington, VA: Council for Exceptional Children. Retrieved from https://www.cec.sped.org/~/media/Files/SpEd%20Topics/State%20of%20the%20rofession/The%20State%20of%20the%20Special%20Education%20Profession%20%20Final%20CEC%20Report.pdf
  • Garwood, J. D., Werts, M. G., Varghese, C., & Gosey, L. (2018). Mixed-methods analysis of rural special educators’ role stressors, behavior management, and burnout. Rural Special Education Quarterly, 37(1), 30-43. https://doi.org/10.1177/8756870517745270
  • Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators' intent to stay. Exceptional Children, 67(4), 549-567. https://doi.org/10.1177/001440290106700408
  • Gilmour, A. F., & Wehby, J. H. (2019). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), 1042–1060. https://doi.org/10.1037/edu0000394
  • Giorgi, A. & Giorgi, B. (2003). The descriptive phenomenological psychological method. Qualitative Research in Psychology. Camic, P.M., Rhodes, J.E. and Yardley, L., (Eds.), In Expanding Perspectives in Methodology and Design, (pp.243-273). American Psychological Association, Washington DC, https://doi.org/10.1037/10595-013.
  • Giorgi, A., Giorgi, B. & Morley, J. (2017). The descriptive phenomenological psychological method. In C. Willing & W. Stainton Rogers (Eds.), The sage handbook of qualitative research in psychology (2nd ed., pp.176-192). Sage Publications.
  • Girgin, G., & Baysal, A. (2005). Zihinsel engelli öğrencilere eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi ve bazı değişkenler (İzmir örneği) [The level of occupational burnout of teachers who teach mentally disabled students and some variables (Izmir sample)]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 1-10.
  • Gold, J. (1996). Enhancing professional development in special education through the web. Computer-Mediated Communication Magazine. October. https://johndecember.com/cmc/mag/1996/oct/gold.html adresinden erişildi.
  • Griffin, C. C., Kilgore, K. L., Winn, J. A., Otis-Wilborn, A., Hou, W., & Garvan, C. W. (2009). First-year special educators: The influence of school and classroom context factors on their accomplishments and problems. Teacher Education and Special Education, 32(1), 45-63. https://doi.org/10.1177/0888406408330870
  • Griffin, C.C., Winn, J.A., Otis-Wilborn, A., & Kilgore, K.L. (2003). New Teacher Induction in Special Education. (COPSSE Document Number RS-5). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.
  • Güleç-Aslan, Y., Özbey, F., Sola-Özgüç, C., & Cihan, H. (2014). Vaka araştırması: Özel eğitim alanında çalışan öğretmenlerin sorunları ve ihtiyaçları [A case study: The problems and needs of teachers workıng ın the fıeld of specıal educatıon]. Journal of International Social Research, 7(31), 639-654.
  • Hagaman, J. L., & Casey, K. J. (2018). Teacher attrition in special education: Perspectives from the field. Teacher Education and Special Education, 41(4), 277-291. https://doi.org/10.1177/0888406417725797
  • Hester, O. R., Bridges, S. A., & Rollins, L. H. (2020). ‘Overworked and underappreciated’: special education teachers describe stress and attrition. Teacher Development, 24(3), 348-365. https://doi.org/10.1080/13664530.2020.1767189
  • Işık, E., & Semerci, Ç. (2019). Eğitim alanı nitel araştırmalarında veri üçgenlemesi olarak odak grup görüşmesi, bireysel görüşme ve gözlem [Focus group ınterviews, ındividual ınterviews and observations as data triangulation ın qualitative studies ın education]. Turkish Journal of Educational Studies, 6(3), 53-66. https://doi.org/10.33907/turkjes.607997
  • Jackson, K. & Parker, L. (2023). Building Resilience: Strategies to Combat Burnout and Attrition in New Special Education Teachers. Journal of Special Education Preparation, 3(3), 56-70. https://doi.org/10.33043/JOSEP.3.3.56-70
  • Karahan, Ş., & Balat, G. U. (2011). Özel eğitim okullarında çalışan eğitimcilerin öz-yeterlik algılarının ve tükenmişlik düzeylerinin incelenmesi [The analysis of self-efficacy perception and burnout level of special education school educators]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 1-14.
  • Kilgore, K., Griffin, C., Otis-Wilborn, A., & Winn, J. (2003). The problems of beginning special education teachers: Exploring the contextual factors influencing their work. Action in Teacher Education, 25(1), 38-47. https://doi.org/10.1080/01626620.2003.10463291
  • Lane, K. L., Cabell, S. Q., & Drew, S. V. (2021). A productive scholar’s guide to respectful, responsible inquiry during the COVID-19 pandemic: Moving forward. Journal of Learning Disabilities, 55(5), 388-399. https://doi.org/10.1177/00222194211023186
  • Lee, Y., Patterson, P. P., & Vega, L. A. (2011). Perils to self-efficacy perceptions and teacher-preparation quality among special education intern teachers. Teacher Education Quarterly, 38(2), 61-76. https://www.jstor.org/stable/23479693
  • Leko, M. M., Chiu, M. M., & Roberts, C. A. (2018). Individual and contextual factors related to secondary special education teachers’ reading instructional practices. The Journal of Special Education, 51(4), 236-250. https://doi.org/10.1177/0022466917727514
  • Lloyd, S. R., Wood, T. A., & Moreno, G. (2000). What's a mentor to do?. Teaching exceptional children, 33(1), 38-42. https://doi.org/10.1177/004005990003300107
  • Madigan, D. J., & Curran, T. (2020). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387–405. https://doi.org/10.1007/s10648-020-09533-1
  • Mastropieri, M. A. (2001). Is the glass half full or half empty? Challenges encountered by first-year special education teachers. The Journal of Special Education, 35(2), 66-74. https://doi.org/10.1177/002246690103500201
  • Mathews, H. M., Lillis, J. L., Bettini, E., Peyton, D. J., Pua, D., Oblath, R., Jones, N. D., Smith, S. W., & Sutton, R. (2021). Working conditions and special educators’ reading instruction for students with emotional and behavioral disorders. Exceptional Children, 87, 476–496. https://doi.org/10.1177/0014402921999825
  • Miller, M. D., Brownell, M. T., & Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65(2), 201-218. https://doi.org/10.1177/001440299906500206
  • Morvant, M., Gersten, R., Gillman, J., Keating, T., & Blake, G. (1995). Attrition/retention of urban special education teachers: Multi-faceted research and strategic planning. Retrieved from ERIC database.(389154).
  • O’Brien, K. M., Brunsting, N. C., Bettini, E., Cumming, M. M., Ragunathan, M., & Sutton, R. (2019). Special educators’ working conditions in self-contained settings for students with emotional or behavioral disorders: A descriptive analysis. Exceptional Children, 86(1), 40-57. https://doi.org/10.1177/0014402919868946
  • Park, E. Y., & Shin, M. (2020). A meta-analysis of special education teachers’ burnout. Sage Open, 10(2), 1-18. https://doi.org/10.1177/2158244020918297
  • Robinson, O. P., Bridges, S. A., Rollins, L. H., & Schumacker, R. E. (2019). A Study of the Relation between Special Education Burnout and Job Satisfaction. Journal of Research in Special Educational Needs, 19(4), 295–303. https://doi.org/10.1111/1471-3802.12448
  • Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519-532.https://doi.org/10.1111/bjep.12089
  • Singer, J. D. (1992). Are special educators' career paths special? Results from a 13-year longitudinal study. Exceptional Children, 59(3), 262-279. https://doi.org/10.1177/001440299305900309
  • Stark, K., Bettini, E., Cumming, M., O’Brien, K. M., Brunsting, N., Huggins-Manley, C., Binkert, G, & Shaheen, T. (2023). Measuring special educators’ working conditions: A systematic review. Remedial and Special Education, 44(2), 137-153. https://doi.org/10.1177/07419325221079015
  • Stelitano, L., Perera, R., & Johnston, W. R. (2019). Supporting students with high-incidence disabilities in U.S. schools: National findingsfrom the American educator panels. RAND Corporation. Retrieved from https://www. rand.org/pubs/research_reports/RR2992.html
  • Strogilos, V., Nikolaraizi, M., & Tragoulia, E. (2012). Experiences among beginning special education teachers in general education settings: the influence of school culture. European Journal of Special Needs Education, 27(2), 185-199. https://doi.org/10.1080/08856257.2011.645588
  • Sucuoğlu, B., & Kuloğlu, N. (1996). Özürlü çocuklarla çalışan öğretmenlerde tükenmişliğin değerlendirilmesi [Evaluation of burnout in teachers working with disabled children]. Türk Psikoloji Dergisi, 11(36), 44-60.
  • Sutton, J., & Austin, Z. (2015). Qualitative Research: Data collection, analysis, and management. The Canadian Journal of Hospital Pharmacy, 68(3), 226–231. https://doi.org/10.4212/cjhp.v68i3.1456
  • Şahin, F., & Şahin, D. (2012). Engelli bireylerle çalışan özel eğitim öğretmenlerinin tükenmişlik düzeyinin belirlenmesi [Examining the burn-out level of special education teachers working with disabled ındividuals]. Journal of Teacher Education and Educators, 1(2), 275-294.
  • Thornton, B., Peltier, G., & Medina, R. (2007). Reducing the special education teacher shortage. The Clearing House. A Journal of Educational Strategies, Issues and Ideas, 80(5), 233-238. https://doi.org/10.3200/TCHS.80.5.233-238
  • Vagle, M.D. (2018). The ımportance of prepositions. ın crafting phenomenological research (Second Edition) (sf. 73-94). Routledge.
  • Vannest, K. J., & Hagan-Burke, S. (2010). Teacher time use in special education. Remedial and Special Education, 31, 126-142. https://doi.org/10.1177/0741932508327459
  • Whitaker, S. D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66(4), 546-566. https://doi.org/10.1177/001440290006600407
  • Wong, V. W., Ruble, L. A., Yu, Y., & McGrew, J. H. (2017). Too stressed to teach? Teaching quality, student engagement, and IEP outcomes. Exceptional Children, 83, 412–427. https://10.1177/0014402917690729
  • Yıldırım A. ve Şimşek, H. (2021). Nitel araştırmalarda sık rastlanan hatalar. Sosyal bilimlerde nitel araştırma yöntemleri içinde (sf. 361-378).
  • Yıldırım A. ve Şimşek, H. (2021). Nitel veri analizi. Sosyal bilimlerde nitel araştırma yöntemleri içinde (sf. 237-276).
  • Yüksel, B. (2009). Özel eğitim ve genel eğitim öğretmenlerinin tükenmişliklerine etki eden değişkenlerin irdelenmesi [An analysis of the variables influencing the burnout of special and general teachers]. (Tez Numarası: 324835) [Yüksek lisans tezi, Ankara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
There are 77 citations in total.

Details

Primary Language English
Subjects Special Education and Disability (Other)
Journal Section Articles
Authors

Burcu Aktaş 0000-0003-4421-9891

Çiğdem Türker Yıldırım 0000-0002-1953-0138

İlknur Çifci Tekinarslan 0000-0001-5028-3289

Early Pub Date January 29, 2025
Publication Date
Submission Date June 27, 2024
Acceptance Date January 15, 2025
Published in Issue Year 2025 Erken Görünüm

Cite

APA Aktaş, B., Türker Yıldırım, Ç., & Çifci Tekinarslan, İ. (2025). Special Education Teachers in the First Year of Profession. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi1-23. https://doi.org/10.21565/ozelegitimdergisi.1505579

Creative Commons Lisansı
The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

13336   13337      13339  13340