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Abstract
Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers’ professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special educators, we collected information concerning what they identified as problems and whether their demonstrated self-awareness about problem solving might influence their professional persistence. As would be expected, analyses suggest, these teachers demonstrated more deliberate, active, and self-directed problem solving at the end of data collection than at the beginning. This self-awareness may facilitate teacher sense of control and problem-solving efficacy and thus may increase the likelihood that novice special educators will remain in the field.
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Notes on contributors
Norma S. Guerra
Norma S. Guerra is an Associate Professor of Educational Psychology at the University of Texas at San Antonio. Her research interests include social cognitive problem solving and engagement styles
Art Hernandez
Art E. Hernandez is Dean and Professor of the College of Education at Texas A&M University Corpus Christi. His research interests include measurement and evaluation.
Alison M. Hector
Alison M. Hector has her BA in psychology and she works within the College Business at University of Texas at San Antonio. Her research interests include measurement and evaluation.
Shane Crosby
Shane Crosby has his doctoral degree in Special Education. His research interests include special education teacher support.