DOI
https://doi.org/10.25772/0T8Q-6998
Author ORCID Identifier
https://orcid.org/0000-0001-7346-2896
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Special Education
First Advisor
Dr. Colleen A. Thoma
Second Advisor
Dr. Serra De Arment
Third Advisor
Dr. Michael Broda
Fourth Advisor
Dr. Jesse Senechal
Fifth Advisor
Dr. Lauren Bruno
Abstract
Current literature in special education has examined professional development (PD) and mentorship separately; however, no studies have investigated the relationship between PD and mentorship on special education teachers’ intent. The purpose of this study was to examine the extent to which participating in PD and mentorship opportunities predicted the likelihood of Early Career Special Education Teachers' (ECSETs) intent to leave the teacher workforce while examining factors related to duration and quality. Based on two conceptual models, Desimone’s (2009) best practices for professional development and Nick et al. (2012) best practices for academic mentoring, this study identified key features and characteristics that contributed to developing the SPED Mentorship and Professional Development Survey. Results indicated that the number of hours spent receiving professional development and mentorship had a significant association with ECSETs' intent to leave. Further, results showed that high-quality PD had a significant association with ECSETs' intent to leave. Limitations and implications for special education research, practice, and policy are discussed.
Rights
© Christine S. Powell
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-5-2023
Included in
Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons