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The purpose of this study was to examine the working conditions of teachers of students with behavioral disorders. A questionnaire was mailed to a randomly selected national sample of classroom teachers who are members of the Council for Children with Behavioral Disorders. Demographic information and responses to a variety of questions related to classroom conditions, perceptions of collegial and administrative support, job satisfaction, and professional judgment regarding student placement were provided by 402 respondents including 259 teachers of self-contained classes and 120 resource teachers. The results indicate that teachers of students with behavioral disorders (a) work in a highly demanding setting, (b) work in relative isolation, (c) are moderately satisfied with their job, and (d) are least willing to accept additional students with socialized aggression and conduct disorder. Given the results, several points to consider in advocacy for teachers of students with behavioral disorders are discussed.
McManus et al. (Thu,) studied this question.