“combating stress, burnout, & attrition of teachers who work with students with challenging...

“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

[email protected]

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.


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;


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.


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.


• 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.


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.


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)


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)!



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.



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.



Remember:Causes & symptoms of burnout can be identified.There is something that can be done--the best

answer is “the symptoms are the cure."


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.”


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.


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)

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