“Some People Aren’t Cut Out for It”: The Role of Personality Factors in the Careers of Teachers of Students With EBD

This qualitative study explores reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in their field. Previous research, usually conducted among the wider population of special education teachers, has focused on the relationship of employment and demographic factors to attrition and has primarily relied on quantitative surveys. The researcher sought to expand that body of work through the use of in-depth interviews with teachers who have continued teaching students with emotional and/or behavioral disorders for more than 6 years. In discussing career decisions, these teachers consistently pointed to the importance of personal characteristics, such as the fit between their personality and the demands of the job. These findings point to the importance of recruiting appropriate candidates for this field and helping pre- and in-service teachers develop the personal skills necessary to cope with the unique demands of the job.