#12: Special Education Teacher Candidates' Growth & Recommended Strategies to Manage Well-Being — Presentation Detail — Celebration of Scholars

Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
A clear description of the methods used to achieve the purpose or goals for the work.
A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

#12: Special Education Teacher Candidates' Growth & Recommended Strategies to Manage Well-Being

Name: Jun Wang
Department: Education
Type of research: Independent research
Funding: Wagner Teaching Fellow

Name: Theresa Carpentier
Major: Broadfield Social Science & Cross-Categorical Special Education
Hometown: Gurnee, IL
Faculty Sponsor:
Other Sponsors:
Type of research: Independent research
Funding: Wagner Teaching Fellow

Name: Rebekah Johnson
Department: Social Science
Type of research: Independent research
Funding: Wagner Teaching Fellow

Abstract

Over the decades, burnout among special education teachers has drawn intensive attention in the field of special education (Billingsley & Bettini, 2019). Researchers have approached this topic from different angles, including identifying some factors that are associated with special education teachers’ burnout (i.e., Brunsting, Sreckovic, & Lane, 2013); examining how teaches’ burnout impacted students’ outcomes (Wong, Ruble, Yu, & McGrew, 2017); seeking different ways to help special education teachers manage their well-being (Jennings et al., 2017; Roeser et al., 2013). Given the possible benefits of socially and emotionally competent teachers as well as the importance of helping teacher candidates manage their own well-being (Jennings & Greenberg, 2009; Roeser et al., 2013), the purpose of this research study was to examine whether a co-teaching project and a consultation project would help special education teacher candidates improve their own well-being. Addition to that, this study was also to identify some strategies used and recommended by special education teacher candidates to take care of their own as well as their peers' well-being.

Pre- and post-surveys consisting of rating scales and open-ended questions were collected before and after the co-teaching and consultation projects. Participants’ growth in eight dimensions of well-being, their strategies to manage well-being, their perceived growth in helping other people manage well-being, and their recommended strategies for college peers and teacher candidates were analyzed and discussed.

Poster file