How School Administrators Influence the Retention of Teachers of Students with Emotional and Behavioral Disorders

This study was a qualitative investigation of the reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in that field. The study focused on the positive findings of why teachers stay, rather than the negative findings of why teachers leave (which currently dominate the field). The findings of this study indicate that having a sufficient level of support is a major factor influencing these teachers’ career decisions. The study found that support was especially critical during teachers’ initial years in the field, and that continued support, from both administrators and colleagues, was an important factor in their decisions to remain in their current teaching positions. Findings also revealed three specific characteristics of the administrative support that participants believed contributed to their perseverance in this challenging field. Implications regarding administrator preparation are also discussed.