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Special Education Teacher Retention : = Identifying Factors Influencing Retention and Attrition.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Special Education Teacher Retention :/
Reminder of title:	Identifying Factors Influencing Retention and Attrition.
Author:	Thomas, Michael Dean.
Description:	1 online resource (97 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382595337

Special Education Teacher Retention : = Identifying Factors Influencing Retention and Attrition.
Thomas, Michael Dean.

Special Education Teacher Retention :Identifying Factors Influencing Retention and Attrition. - 1 online resource (97 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Houston Baptist University, 2024.

Includes bibliographical references

The purpose of this study was to describe the perceptions of special education teachers and administrators as to factors that influence retention and attrition while also describing current efforts and strategies being utilized by schools and districts to support special education teacher retention. Teacher shortages caused by attrition in education affect various aspects of the public school system. More specifically, teacher attrition can have a detrimental impact on student success, school atmosphere (e.g., collegial relationships, stability), and monetary resources. This quantitative descriptive study used a survey instrument to address research questions while exploring the perceptions of special education teachers and school administrators. Data was collected from a convenience sample of 61 special education teachers and 10 school administrators from a targeted school district within the greater Houston metro area. Results from this study revealed that both groups perceive factors such as administrative support, stress from job demands, lack of collegial support, and excessive paperwork/better working conditions to be factors that are very influential in special education teachers' decision to stay or leave their position. Retention strategies most frequently reported as being implemented on their campus/district consisted of administrative support, collegial support, professional development related to special education processes and procedures, and implementation of strategies to support the reduction of special education teacher-related paperwork and job demand. These strategies and increased teacher incentives were also frequently reported as very effective in increasing special education teacher retention rates. Identified factors that influence special education teacher attrition and retention, such as administrative support, job demand, teacher incentive programs, and job satisfaction, allow schools to implement targeted strategies to increase retention rates. Results from this study can contribute to the research regarding special education teacher attrition and assist school administrators in addressing the retention of special education teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382595337Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Administrator supportIndex Terms--Genre/Form:

554714
Electronic books.

Special Education Teacher Retention : = Identifying Factors Influencing Retention and Attrition.
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520 $a The purpose of this study was to describe the perceptions of special education teachers and administrators as to factors that influence retention and attrition while also describing current efforts and strategies being utilized by schools and districts to support special education teacher retention. Teacher shortages caused by attrition in education affect various aspects of the public school system. More specifically, teacher attrition can have a detrimental impact on student success, school atmosphere (e.g., collegial relationships, stability), and monetary resources. This quantitative descriptive study used a survey instrument to address research questions while exploring the perceptions of special education teachers and school administrators. Data was collected from a convenience sample of 61 special education teachers and 10 school administrators from a targeted school district within the greater Houston metro area. Results from this study revealed that both groups perceive factors such as administrative support, stress from job demands, lack of collegial support, and excessive paperwork/better working conditions to be factors that are very influential in special education teachers' decision to stay or leave their position. Retention strategies most frequently reported as being implemented on their campus/district consisted of administrative support, collegial support, professional development related to special education processes and procedures, and implementation of strategies to support the reduction of special education teacher-related paperwork and job demand. These strategies and increased teacher incentives were also frequently reported as very effective in increasing special education teacher retention rates. Identified factors that influence special education teacher attrition and retention, such as administrative support, job demand, teacher incentive programs, and job satisfaction, allow schools to implement targeted strategies to increase retention rates. Results from this study can contribute to the research regarding special education teacher attrition and assist school administrators in addressing the retention of special education teachers.
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