Billingsley reports that numerous researchers have linked role problems such as role overload, role conflict and ambiguity, and role dissonance to the intent to leave teaching. In 1995 Morvant et al. found that sixty-eight percent of the special educators in their study indicated that they had too little time to complete their work, and almost one-third reported that conflicting goals, expectations, and directives were a frequent causes of stress. Various studies reviewed by Billingsley found that role problems contributed to stress and negatively impacted job satisfaction.

In 1993 Billingsley et al. interviewed special educators using open-ended questions. This study found that role issues such as lack of time, lack of resources, paperwork, and excessive meetings were reported as reasons for leaving more often than any other reason. In their 1996 study, Westling and Whitten found a relationship between specific role factors and a teacher's intent to stay. The role factors they identified were clearly defined responsibilities, adequate time to complete paperwork, plan instruction, and prepare materials, and teacher agreement with the program goals.

Next month's issue will look at problems related to paperwork.

Source:

Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38(1), 39-55.