“Combating Stress, Burnout, & Attrition of Teachers Who work with Students with Challenging Behaviors: A Teachers & Administrators Perspective”
Edward J. Cancio, Ph.D.The University of Toledo
64th Annual ILCEC Fall Convention
“Celebrating Special Educators”
Illinois Council for Exceptional Children
Stress, Burnout, & Attrition of E/BD Teachers
Shortages of Certified Special Education Teachers
Nationally between 7 to 15% of special education teachers leave each year (McLeskey, Tyler, and Flippin, 2004).
If 10% leave each year, administrators will have to replace half of their special educators in just five years (Billingsley, 2005).
Finding qualified special education teachers to teach students with E/BD is perhaps more challenging than any other area in special education (American Association for Employment in Education, 2004; Texas Center For Educational Research, 2006)
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Katsiyannis, Zhang, and Conroy (2003) analyzed data on special education shortages over a ten year period and reported a disproportionate shortage of E/BD teachers.
The demand for E/BD teachers is 50% greater than any other special education teacher (Brownell, Smith, and Miller, 1994).
Teachers who work with students identified as having E/BD have the highest attrition rate among special education teachers (Brownell, Smith and Miller, 1994; George, George, Gersten, and Grosenick, 1995; Singer, 1993; Singh and Billingsley, 1996).
The major problem with shortages is retention (Billingsley, 2003).
One-third of new special education teachers leave after three years (Dillion, 2007).
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Teacher Quality
When qualified teachers leave:they are replaced by individuals with less
experience and are replaced by provisionally certified
special educators (Billingsley, 2005).
When districts hire unqualified teachers, they consistently expose students to ineffective teachers (Darling-Hammond, 2003).
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Recruiting special education teachers will not solve the teacher shortage problem if
half leave after the first several years.
Envision this loss as a bucket that quickly loses water because of holes in the bottom. Pouring more
water in the bucket is a wasted endeavor if we do not first patch the holes (Ingersoll and Smith, 2003).
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George, George, Gersten, & Grosenick (1995) Study
41% of E/BD teachers said they were actively seeking another position.
44% of all teachers working in self-contained classrooms expressed on intent to leave.
Teachers who intended to leave served fewer externalizing students.
61% of stayers rated supervisory support as adequate.
George, George, Gersten, & Grosenick (1995) Study
65% of potential leavers had no paraprofessionals.
97% of leavers indicated not enough time to complete paperwork.
The data suggest attrition has more to do with the organizational setting than teacher commitment & motivation.
Texas study of personnel needs
in special education (2006)
Teachers’ ratings of their work conditions did not show a strong school climate in either the administrative or instructional domain.
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School Climate Those teachers who view school
climate positively are more likely to stay or indicate intent to stay (A High-Quality Teacher for Every Classroom, 2002; Billingsley et al., in press; Miller, Brownwell, and Smith, 1999).
School Climate refers to: administrative support; available resources; and cooperation with staff.
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Administrative Support
CCBD (2007) undertook a study to determine factors why E/BD teachers stay or leave the field. One of the major factors was administrative support (Albrecht, Johns, Mounsteven, and Olufunmilola, 2009).
The findings of this study are consistent with earlier findings that administrative support is one of the most frequently cited causes of attrition.
In a study of personnel needs in special education (2000), it was found that negative effects of a burdensome workload may be offset by supportive administrative and colleagues.
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Extent of Support Over 52% of the respondents indicated that their supervisors
do not offer them constructive criticism after observing their teaching.
Over 75% of the respondents indicated that their supervisors do not stop down to their classroom on a regular basis.
Over 51% of the respondents indicated that their supervisors do not provide them with the materials necessary to do their job.
74% of the respondents indicated that their supervisors do not offer them helpful information to improve coping skills.
Almost 60% of the respondents indicated that their supervisors do not provide knowledge of current legal policies and administrative knowledge.
12(Cancio, Albrecht, & Johns, 2010)
Administrative Support
Boe, Barkanic, and Leow (1999) reported that teachers who stayed in their positions were almost four times more likely to strongly perceive administrator’s behavior as supportive.
Miller et al., (1999) perceived support from building administrators was significantly related to attrition.
Principal leadership is a critical aspect of creating settings that support novice teachers (Correa & Wagner, 2011).
In a study of incentives to teach in special education, Schnoor (1995) reported that the top-rated incentive was a supportive administrator.
Supportive administrators has been found to offset effects of burdensome workload (Texas Center for Educational Research, 2006).
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Administrative Support--Texas
Texas had a statewide attrition rate of 22% with one half of new teachers leaving the profession within five years.
Majority of special educators with more than five years teaching experience perceived administrators as supportive.
Teachers with less than five years experience did not perceive they had administrative support.
Otto and Arnold (2005)
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Principal Support
Principal support of new teachers has been cited as one of the most important factors both for general & special education teachers (Darling-Hammond).
Principal Leadership is a critical aspect of creating settings that support novice teachers to meet the complex & diverse needs of their students (Correa & Wagner, 2011).
What Is Burnout?
Prolonged exposure to stress Emotional & physical exhaustion Negative & cynical attitudes
towards students Feelings of unhappiness
regarding accomplishments Leaving the teaching profession Reaction whereby educator can
no longer cope or adapt
Uniqueness Found In Special Education
Pupils who present a wider range of individual differences.
Pupils who have a history of academic failure.
Pupils who are less popular than their peers.
Pupils who have fewer coping strategies than their "normal" peer.
Pupils who do not take as much responsibility for their success & failures than their "normal" peer.
Role Overload
Role overload typically include: Paperwork Lack of time to complete
responsibilities Lack of resources Excessive meetings Diversity of student needs Lack of consultation time
Other Factors That May Contribute to Burnout
Lack of cooperation of other educators & parents
Poor teaching conditions Teaching all subjects Overcrowded classrooms Poor stress management
skills Lack of appropriate
professional development Isolation from colleagues
Lack of feedback Lack of participation in
decision making Unrealistic expectations
of self Lack of
paraprofessionals Developing &
maintaining relationships with paraprofessionals
Other Factors That May Contribute to Burnout
Classroom is physically inappropriate
Lack of funding for materials
Parent communication Lack of transition from
program to program
Symptoms of Burnout
Decrease In: desire to go to work; ability to unwind after work; ability to leave problems at
work; social interactions within
the school setting; social interactions outside
work; physical activity outside
work;
(Stiver & Cancio, 1992)
Symptoms of Burnout
Increase In: frequency & duration of
illness; number of work days
missed; fatigue; degree of personal or
emotional intimacy with students;
family or interpersonal problems; and
use of alcoholic beverages and/or controlled substances.
(Stiver & Cancio, 1992)
Symptoms of Burnout
Decrease In: involvement in hobbies &
other activities; feelings of success in
handling crisis situations; feeling an ability to
significantly help students; extent of structure &
consistency in individual & classroom management;
(Stiver & Cancio, 1992)
Symptoms of Burnout
Decrease In: variety in teaching strategies,
techniques, and/or behavior management strategies;
variety in room & seating arrangements, daily schedule of activities, spontaneous activities, etc; and
keeping up with new techniques via reading professional journals, attending conferences, taking graduate courses, etc.
(Stiver & Cancio, 1992)
Strategies To Alleviate Burnout (Demonstrate an Adaptive Frame
of Mind)
Be Positive About Yourself & Your Profession:Allow a moment of gloryAccept & acknowledge positive
feedback; andHave pride in your professional
accomplishments
Demonstrate An Adaptive Frame of Mind
Look For The Silver Lining: Always look at the positives in a
situation. Look for gratification by progress
in small steps, progress is progress--recognize it!
Think positive--flush junk thoughts.
Demonstrate An Adaptive Frame of Mind
• Remember The Children You Serve: Focus on personal,
professional, & philosophical reasons for your career decision.
Realize that your are making a difference for your students.
Appreciate your professional growth everyday.
Realize that you are doing a job many people can't handle.
Maintain hope.
Demonstrate An Adaptive Frame of Mind
Make Work As Enjoyable As Possible:Appreciate the
spontaneity, sense of humor, & growth of your students.
Talk to kids about yourself.Take field trips.Provide an
environmentally stimulating setting.
Demonstrate An Adaptive Frame of Mind
Therapeutic Traits:Develop & model
effective stress-coping skills.
Portray self-confidence.
Model self-control.Think proactively.Be flexible-don't
always look at things in black & white terms.
Therapeutic Traits Set realistic expectations
of yourself & others. Be optimistic Adopt a healthy lifestyle. Identify & acknowledge
your feelings. Do not expect students
to act in a way they are not capable of.
Mistakes are part of learning.
Therapeutic Traits
There's an answer to every problem.
Put energy into changing conditions for the better while accepting some conditions you have no control over.
Perceptive sensitivity--how a teacher views a student can impact teaching outcomes.
Realize conflict can be a manageable challenge.
Therapeutic Traits
Create a worry time, if necessary Demonstrate acceptance of self & others.
Research has supported that teachers who exhibit acceptance of self and others, along with a positive belief system, are able to cope with stress more effectively with the stressors associated with teaching students with E/BD (Center & Stevenson, 2001).
Developing Positive Relationships with Colleagues
Practice effective communication;
Avoid language that pushes buttons;
Take time to be involved in social activities; and
Create or participate in support of colleagues.
Developing Positive Relationships
with ColleaguesShare with a colleague who is still "turned on" &
knows the frustration your feeling.Assist colleagues whenever possible:
Share effective strategies; Volunteer to assist with students who exhibit
behavior problems; and Be viewed as a resource person by your
colleagues.
Strategies To Alleviate Burnout (Professional Activities)
Seek out personal learning experiences.
Keep current. Collect data & make
data-based decisions-it helps you see your student's progress.
Utilize effective instruction.
Strategies To Alleviate Burnout (Organization, Time, & Activities)
Set realistic & flexible goals.
Establish priorities. Leave work at school. Pace yourself. Utilize effective transition
times. Eliminate paper clutter. Improve organizational
skills.
Time-Reducers for E/BD Teachers
Realistically assess the amount of time to complete certain tasks (the amount of time it takes to complete your portion of an IEP).
Collect information for multiple needs (proficiency measures for IEP).
Use effective classroom management skills. Delegate routine tasks to paraprofessionals. Utilize self-management strategies to record student
academic & social behavior.
Strategies To Alleviate Burnout (Change, Innovation, & New Opportunities)
Change your classroom environment.
Know in advance what the job entails in terms of emotional demands.
Keep yourself motivated. Consider career options. Volunteer as a mentor. Share with staff what you
have learned.
Strategies To Alleviate Burnout (Change, Innovation, & New
Opportunities)
Conduct action research. Present at conferences. Make connections with
colleagues in other districts.
Implement new methods/strategies in your classroom & assess their effectiveness.
Strategies To Alleviate Burnout (Self-Assessment)
Evaluate If You Have The Symptoms of Burnout:Frequency or duration of illnessFamily or interpersonal
problemsInability to unwind after workDecreased involvement in
hobbies
(Cancio & Stiver, 1997)
Strategies To Alleviate Burnout (Self-Assessment)
Realize In Many Cases The Symptoms Are The Cure!If no longer involved in physical activities, hobbies,
etc.--do them!If job is stagnant & boring--change!If interpersonal socialization has diminished--get
together with friends!Stop abuse of alcohol & controlled substances (get
help)!
(Cancio & Stiver, 1997)
Strategies To Alleviate Burnout (Self-Assessment)
Coping With or Better Yet, Solving Burnout:Accept that stressful conditions
& symptoms exist & effect performance.
Determine nature of the symptoms.
Develop a plan to revitalize yourself.
(Cancio & Stiver, 1997)
Strategies To Alleviate Burnout (Self-Assessment)
Cautions & The Future:It takes time to deal with stress & burnout.A change is not necessarily the wrong
decision. But clear the air & develop a plan to deal with stressful conditions.
Maintain your healthy activities.
(Cancio & Stiver, 1997)
Strategies To Alleviate Burnout (Self-Assessment)
Remember:Causes & symptoms of burnout can be identified.There is something that can be done--the best
answer is “the symptoms are the cure."
(Cancio & Stiver, 1997)
Coexisting With Your Administrators
Look the part-portray confidence (but don’t be cocky). You can not do it alone. “Trust your instincts, line
yourself up with winners, & enjoy the company of those colleagues who, at the end of a long day, refresh you with hope & inspiration.”
Be proactive & try to focus on solutions rather than the problems.
Never bash the boss. Keep your administrator informed. Be an asset to the school & district. Consistently & genuinely communicate that ”It is always
about the kids.”
(Burnette & Peters-Johnson, 2004)
Teachers Who Flourish & Have Longevity
They have an ability to accumulate technical knowledge.
They are life long learners, including a willingness to seek assistance when needed.
Have an ability to set realistic goals.
Have an ability to analytically look at their teaching.
(Burnette & Peters-Johnson, 2004)
Why Do New Teachers Struggle?
The 1st year is a critical life transition.
1st year teachers experience a steep learning curve (they struggle with how to apply their knowledge).
They often find the first year overwhelming.
They are idealistic & have unrealistic expectations.
They think they should know it.
They receive little or inadequate support.
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Billingsley, 2005
Induction & Mentoring Programs Beginning teachers struggle with a host of issues:
managing paperwork; making accommodations; developing & monitoring IEP’S developing student schedules; and collaborating with teachers.
Billingsley, Carlson, & Klien (in press) found that the special education teachers with higher levels of induction support see their roles as manageable, believe that they can get through to the most difficult students, & believed that they were successful in providing an effective educational program.
House, 1981
Emotional Support
Instrumental Support
Appraisal Support
Informational Support
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Found that administrative support for teachers is multidimensional and includes four specific behavioral areas:
Strategies to Support New Teachers: Train paraprofessionals to assist in alleviating multiple
tasks teachers have.
Match novice teachers with their prior experiences & training.
Utilize mentor programs to support novice teachers.
Create time for novice teachers to meet with mentor teachers.
Provide specific feedback to novice teachers (e.g., behavior management, instructional methodology, collaboration skills).
Provide a structure for staff to consult with each other.
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(Boyer and Gillespie, 2000)
Strategies To Alleviate Burnout (Administratively)
Mentoring Programs Should Include: mentors who have background
in special education; release time to allow for
observations in similar programs;
support groups (to share experiences, ask advise of experienced staff, & gain skills & understanding); and
on-going staff development (e.g., development of IEP’S, working with paraprofessionals, crisis intervention skills).
(Correa & Wagner, 2011)
Tips for Mentors Provide emotional
support. Be available to novice
teachers. Facilitate informal
relationships. Listen to teachers. Treat new teacher as
professionals. Provide support in
managing the demands of the first year.
Reducing Stress in the Work Environment
Help teachers develop an awareness of stress
Encourage self-care Help teachers develop
realistic expectations Facilitate social support
Job Design
Evaluate Job Design “The question is less about
whether a given teacher can adequately cope with the demands of teaching in a middle school resource room, & more with whether the position of middle school resource room teacher makes sense for anyone as currently designed.”
Strategies To Alleviate Burnout (Administratively)
Job Recruitment & Resources:Be honest about working environment (cut down
on role ambiguity).Provide job descriptions.Split programs are not always successful.Paraprofessionals are needed in most if not all
programs.Provide preparation & consultation time.Provide technical assistance when needed.
Strategies To Alleviate Burnout (Administratively)
Outside Resources & Support: Provide partnerships with
colleges/universities. Provide mentors for novice
teachers. Consultants need to be used
more often & earlier. Hire consultants to work with
teachers in their classroom.
Professional Development Opportunities:
•Bring new teachers in early.•Provide adequate orientation and ongoing support to new staff members.
•Provide relevant in-service training.•Teachers need to attend more conferences.
•Provide stress management/burnout prevention workshops.
•Provide journals/publications (Teaching Exceptional Children, Beyond Behavior, Intervention in School and Clinic) for staff in central location (teachers lounge).
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Staff Acknowledgement
Openly Recognize & Reward The Positive Efforts Of Individual Staff:formal recognition at staff
meetings or in staff newsletters;recognition by the board of
education; andnomination to state or national
CEC/CCBD awards.
Keep Teachers Informed of Research-Based Practices
Develop a professional library with journals, books, and videos.
Provide opportunities for teachers of students with E/BD to visit & observe other teachers.
Send staff & teachers of to conferences.
Provide district-wide area meetings for staff & teachers of students with E/BD.
Support teachers & staff to take courses to continue to develop their expertise.
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Effective Hiring Practices
Recruit & hire early
Identify desirable teacher characteristics
Make a good first impression
Match teacher with appropriate position
Establish relationships with teacher preparation programs
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Strategic Planning to Enhance Retention
Develop an advisory committee Develop a mission statement Develop evaluation procedures Collect data Analyze & interpret data Develop strategic plans Request resources & form partnerships Implement & evaluate remediation plans
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Billingsley, 2005
Improving Retention in Your school
What is the attrition rate of teachers of
students with E/BD?
What type of attrition rate is
occurring?
What factors are contributing
to attrition?
What data sources will you use to
evaluate retention efforts?
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(Adapted from:Leko & Smith, 2010)