Working in Special Education: Factors that Enhance Special Educators' Intent to Stay

TLDR

The study uses path analysis to examine how job satisfaction, commitment to special education teaching, and job design factors influence teachers’ intent to stay. The study of 887 special educators in three urban districts found that stress from job design was a major deterrent to staying, but support from principals and peers and opportunities for on‑the‑job learning increased retention and commitment.

Abstract

This article presents findings from a study of factors that lead to special education teacher attrition and retention involving 887 special educators in three large urban school districts. We focus on a path analysis of the relationship between intent to stay in the field and factors such as job satisfaction, commitment to special education teaching, and various aspects of job design. Findings suggest several critical factors to consider in order to increase retention and commitment. A leading negative factor was stress due to job design. Perceived support by principals or other teachers in the school helped alleviate this stress. Another key factor was the sense that special educators were learning on the job, either formally or informally, through collegial networks.