Special Educators' Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders. (August 2021)

• Record Type: Journal Article
• Authors: Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth
• Is Part Of: Remedial and special education. Volume 42:Number 4(2021)
• Page Start: 220
• Page End: 234
• Publication Date: 2021-08
• Subjects: emotional & behavioral disorders -- special education -- teacher/staff effectiveness -- staff development/inservice; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932520924121
• Languages: English
• ISSNs: 0741-9325

Abstract

Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators' provision of effective instructional or behavior management practices for students with EBD in self-contained settings. To fill this crucial gap, we conducted a national survey of 171 special educators serving students with EBD in self-contained settings. Using structural equation modeling, we found special educators who experienced more supportive working conditions (i.e., stronger logistical resources and lower demands) reported more manageable workloads, experienced less emotional exhaustion and stress, felt greater self-efficacy for instruction, and reported using evidence-supported instructional practices more often with their students. Results have implications for future research and practice.