%0 Journal Article
%T Relationships Between Novice TeachersĄŻ Social Resources and Workload Manageability
%A Elizabeth A. Bettini
%A Mary T. Brownell
%A Maureen A. Conroy
%A Nathan D. Jones
%A Walter L. Leite
%J The Journal of Special Education
%@ 1538-4764
%D 2018
%R 10.1177/0022466918775432
%X Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETsĄŻ and general education teachersĄŻ (GETs) perceptions of workload manageability. We found that novice SETsĄŻ perceptions of workload manageability were predicted by instructional interactions with colleagues and schoolsĄŻ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports
%K beginning teachers
%K workloads
%K social support
%K special education teachers
%U https://journals.sagepub.com/doi/full/10.1177/0022466918775432