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dc.contributor.authorElitharp, Tonien_US
dc.date.accessioned2014-03-14T20:18:31Z
dc.date.available2014-03-14T20:18:31Z
dc.date.issued2005-11-08en_US
dc.identifier.otheretd-11142005-155954en_US
dc.identifier.urihttp://hdl.handle.net/10919/29578
dc.description.abstractThis paper presents findings from a study of factors that lead to special education teacher attrition and retention involving 212 special educators in the Commonwealth of Virginia. Structural equation modeling was used to test a hypothesized model of the relationship between Teacher/Administrative Support, Role Dissonance, Psychological Strain, Satisfaction with Job, Commitment to the Profession, Age, and Psychological Resilience to determine which variables directly and indirectly affect the turnover intentions of special education teachers. Structural equation modeling identified a path model wherein nine variables had a statistically significant influence on special education teacher turnover intentions. This paper reports on significant findings that emphasize for the first time the role of psychological resilience in the study of special education teacher retention. In addition, the confirmed path model suggests that one's perception of the effects of adversity due to physical or sexual abuse and adversity due to family loss play some role related to resilience. As the perception of Psychological Resilience increases, Commitment to the Profession increases, and the Intent to Leave the field of special education decreases.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartElitharpFinal.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectRetentionen_US
dc.subjectAttritionen_US
dc.subjectDisabilitiesen_US
dc.subjectStrainen_US
dc.subjectStressen_US
dc.subjectResilienceen_US
dc.subjectCopingen_US
dc.subjectSpecial Educationen_US
dc.titleThe Relationship of Occupational Stress, Psychological Strain, Satisfaction with Job, Commitment to the Profession, Age, and Resilience to the Turnover Intentions of Special Education Teachersen_US
dc.typeDissertationen_US
dc.contributor.departmentAdministration and Supervision of Special Educationen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineAdministration and Supervision of Special Educationen_US
dc.contributor.committeechairSalmon, Richard G.en_US
dc.contributor.committeememberAnderson, Aliceen_US
dc.contributor.committeememberAylesworth, Martinen_US
dc.contributor.committeememberMartin, Rosalie Marieen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11142005-155954/en_US
dc.date.sdate2005-11-14en_US
dc.date.rdate2005-11-18
dc.date.adate2005-11-18en_US


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