We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working conditions) as moderators and disaggregating types of teacher mobility. Before accounting for other variables, the percentage of SWD, and the percentage of students with most specific disabilities, in teachers’ classes were positively associated with moving within and moving between districts. These associations were not significant after accounting for student, teacher, and school characteristics. We identified a negative association between leaving teaching in the state and the percentage of SWD in teachers’ classes, even after accounting for other variables. Dual-certification and instructional leadership moderated some of these associations. Results suggest that future research is needed to identify the supports teachers have access to when they teach higher percentages of SWD.

我们检查了普通教育教师班级中残疾学生 (SWD) 的百分比与他们离职的可能性之间的关联，调查了潜在的内部和外部资源（认证、经验、准备、课堂管理和工作条件）作为主持人和分解教师流动的类型。在考虑其他变量之前，教师班级中社会福利部的百分比和具有最特殊残疾的学生的百分比与在地区内和地区之间移动呈正相关。在考虑了学生、教师和学校特征后，这些关联并不显着。我们发现，即使在考虑了其他变量之后，留在该州教学与教师班级中 SWD 的百分比之间存在负相关。双重认证和教学领导主持了其中一些协会。结果表明，未来的研究需要确定教师在教授更高比例的 SWD 时可以获得的支持。