Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Resilience Theory: Risk and Protective Factors for Novice Special Education Teachers

  • Thomas L. Benjamin (Author) University of Hawaii at Manoa image/svg+xml
  • Rhonda S. Black (Author) University of Hawaii at Manoa
DOI
https://doi.org/10.64546/jaasep.173
Abstract
This study describes experiences of novice special education teachers in rural areas in Hawaii through a lens of resiliency theory. Two types of support--administrative and collegial--were examined in terms of being risk or protective processes. A case study design was used to give voice to five participants who expressed their satisfaction and concerns about support from administrators, interactions, expectations, recognition, teaching assignments, meetings and time. The study also examined support from general and special education colleagues, school staff, and outside service providers. Research findings may be of value to local, district, and state administrators and university personnel who wrestle with the issues of recruitment, preparation, and retention of special education teachers.
Keywords
Interaction, Special Education Teachers, General Education, Teacher Attitudes, Teacher Collaboration, Beginning Teachers
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There are 40 references in total.
How to Cite
Benjamin, T. L., & Black, R. S. (2012). Resilience Theory: Risk and Protective Factors for Novice Special Education Teachers. Journal of the American Academy of Special Education Professionals, 7(2), 5-27. https://doi.org/10.64546/jaasep.173

Spring/Summer 2012

Article Information

  • Article Type Articles
  • Submitted May 13, 2012
  • Published June 15, 2012
  • Issue Spring/Summer 2012
  • Section Articles
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