INTENT TO STAY IN TEACHING. TEACHERS OF STUDENTS WITH EMOTIONAL DISORDERS VERSUS OTHER SPECIAL EDUCATORS
Saved in:
SINGH, K., BILLINGSLEY, B.S., INTENT TO STAY IN TEACHING. TEACHERS OF STUDENTS WITH EMOTIONAL DISORDERS VERSUS OTHER SPECIAL EDUCATORS. REMEDIAL AND SPECIAL EDUCATION, Vol. 17, no. 1 (1996), p. 37-47.
Ref.
52205
Location:
SIIS R.515
Palabras clave:
Discapacidad, Educación especial, Estrés, Estudio comparativo, Personal, Profesor, Satisfacción, Trastornos emocionales
Discapacidad, Educación especial, Estrés, Estudio comparativo, Personal, Profesor, Satisfacción, Trastornos emocionales
Similar Items: INTENT TO STAY IN TEACHING. TEACHERS OF STUDENTS WITH EMOTIONAL DISORDERS VERSUS OTHER SPECIAL EDUCATORS
- TESTING A MODEL OF SPECIAL EDUCATORS' INTENT TO STAY IN TEACHING
- PREDICTORS OF COMMITMENT, JOB SATISFACTION, AND INTENT TO STAY IN TEACHING: A COMPARISON OF GENERAL AND SPECIAL EDUCATORS
- THE EFFECTS OF PRINCIPAL SUPPORT ON SPECIAL AND GENERAL EDUCATORS' STRESS, JOB SATISFACTION, SCHOOL COMMITMENT, HEALTH, AND INTENT TO STAY IN TEACHING
- TO LEAVE OR TO STAY? AN EXPLORATORY STUDY OF TEACHERS WITH EMOTIONAL AND BEHAVIORAL DISORDERS
- PSYCHOPHARMACOLOGICAL INTERVENTION . I: TEACHER PERCEPTIONS OF PSYCHOTROPIC MEDICATION FOR STUDENTS WITH SERIOUS EMOTIONAL DISTURBANCE
- THE EFFECTS OF SELF-EVALUATION ON TEACHING BEHAVIOR IN CLASSROOMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS