Behavior Management Skills as Predictors of Retention Among South Texas Special Educators

Mitchell, Ann; Arnold, Mitylene
September 2004
Journal of Instructional Psychology;Sep2004, Vol. 31 Issue 3, p214
Academic Journal
A survey of South Texas Special Education teachers was conducted to determine how they perceived their behavior management skills in the classroom and what effect, if any, this had on their job satisfaction. The majority of teachers were confident in their ability to accomplish the management demands of the classroom. The teachers who showed the least confidence were the novice teachers. Most teachers had a variety of disabilities in their classroom during the same class period. No one disability appeared to affect behavior management, but grades two through seven appeared to be the most difficult to manage. Since novice teachers seemed to have the least confidence in their ability to manage the class, the recommendation was that mentors and/or extra training during the school year might help these teachers build their skills and confidence.


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