The Impact of Teacher Perception Regarding Administrative Support and Retention of Behavior Teachers

Abstract

Students categorized under the disability category of Emotional/Behavioral Disorder are currently struggling to find success in today’s school system. The current research suggests that current graduation rates for students with EBD are astoundingly low ( 28% of African - American students ) (Sinclair, 2005) . There are several contributing factors to this population’s challenges and the teachers that work with them. While the challenge that these students face are numerous, a factor that can be controlled and improved upon is the retention of the teacher at the front of the classroom. The purpose of this study is to gain an understanding of the factors that are causing teachers to leave this specific area of education and to identify ways that this retention r ate can be improved upon.