Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Melissa Balknight

Abstract

This study was designed to contribute to our understanding of the different motivating factors that contribute to the long-term retention of special education teachers after they have been in the field for over 5 years. They set out to ascertain predominant mechanisms that motivate these teachers to stay in their positions as well as to inform on the associated struggles and support structures that are helping to both retain their teaching workforce as well as to support their commitment to their teaching lives. Using a descriptive convergent parallel mixed methods design, the study combined quantitative data from online surveys with qualitative findings derived from virtual focus group interviews. Conducted in a rural school district in South Carolina, the study relied on experienced special education teachers to inform this multifaceted perspective on retention. This would come to include professionals demonstrating strong support for their colleagues, autonomy regarding instructional decision-making, highly satisfactory ratings on the job, and the ability to be emotionally resilient. However, according to the study, burnout and occupational stress were major factors in attrition. These results point to a dire need for follow-up professional development efforts of great quality and organizational assistance as well as systemic measures that decrease tension and promote the health of teachers. This study provides important implications for educational leaders and policymakers eager to bolster workforce stability and support within the realm of special education.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Download

Share

COinS