We used structure equation models to examine the career intent of special education teachers serving students with emotional and behavior disorders (EBD). Known factors of special educator attrition, including race and characteristic of students served, were considered in analyzing career intent. A total of 841 special education teachers across the United States completed the survey. Results showed that, although nuanced, teachers serving students with EBD had lower intent to stay in the profession over teachers serving students in other disability categories. Intent was higher for special education teachers of color serving students with EBD, particularly when certain supports (e.g., administrator support, time support, mentor support) were prominent. Implications for specialized supports and practices to retain teachers serving students with EBD are discussed.

中文翻译：

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了解为患有情绪和行为障碍的学生提供服务的教师的种族与职业意图之间的关系


我们使用结构方程模型来研究为患有情绪和行为障碍（EBD）的学生提供服务的特殊教育教师的职业意图。在分析职业意向时考虑了特殊教育工作者流失的已知因素，包括所服务学生的种族和特征。美国共有 841 名特殊教育教师完成了这项调查。结果显示，尽管存在细微差别，但为患有 EBD 的学生提供服务的教师比为其他残疾类别的学生提供服务的教师留在该行业的意愿较低。有色人种特殊教育教师为 EBD 学生服务的意愿更高，特别是当某些支持（例如管理员支持、时间支持、导师支持）很突出时。讨论了专门支持和实践对留住为 EBD 学生服务的教师的影响。