A Survey of Classroom Teachers of the Emotionally Disturbed: Attrition and Burnout Factors

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Abstract
This study surveyed 33 teachers of the emotionally disturbed to obtain information to help in teacher recruitment, and to learn about teacher attrition and burnout. Information was gathered through a survey questionnaire and structured telephone interviews. The major findings of the study are: 1. The attrition rate of 48% over a three-year period seemed high, but was comparable with rates found in other studies. 2. The major reason teachers cited for leaving the job was the same as the major dissatisfaction, “hassles with the administration.” 3. Teachers' major satisfaction was “relationships to students.” Teachers gained satisfaction from positive, productive relationships with students. 4. Factors differentiating teachers who remained at their jobs from those who resigned were a higher number of B.A. degrees and full certifications, along with certain job satisfactions including a greater amount of administrative support, staff support, and recognition for a job well done. The conclusions are that (a) the attrition rate for teachers of emotionally disturbed students is high; and (b) administrators and supervisors need to be aware of the significant impact they have upon the job satisfactions, dissatisfactions, and attrition of teachers of emotionally disturbed students.

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