Teacher Attrition in Special Education: Perspectives From the Field

Abstract

In the field of special education, attrition plays a major role in a persistent teacher shortage problem. Over the past few decades, researchers in general education and special education have investigated the various reasons why new teachers leave the field and ways in which they can be better supported to stay in their positions. Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. For example, previous research has heavily relied on survey research to understand teacher attrition, but these methods may limit some of the important information related to the complexity of why a teacher might leave the field or their job within the first few years. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.

Meta‐analysis of mindfulness training on teacher well‐being

“…Burnout, which is specific to work context, is broadly defined with three components: exhaustion, cynicism toward the job, and decreased professional efficacy (Maslach, Schaufeli, & Leiter, ). These components factor in the high attrition rates of educators (Hagaman & Casey, ).…”

Types of Supplementary Aids and Services for Students With Significant Support Needs

“…Indeed, it would be difficult for a new IEP team member to interpret and implement the SAS statements as they were written, particularly knowing when, how, how often, who, and where to provide documented SAS. This is particularly troubling given the high degree of special education teacher turnover (Hagaman & Casey, 2017); as a consequence of this turnover, it is likely new team members will be tasked with implementing existing IEPs. For this reason alone, it is critical for IEP developers to provide specific, objective information in the development of all SAS—including who will provide the SAS, in what circumstances, using what materials, and where.…”

There’s No Place Like Home: Finding Teachers in Your Backyard

“…Local education agencies (LEAs) may lose special education teachers to other districts and finding a replacement can be challenging. Although similar issues may arise with general educators, special education teacher recruitment is doubly challenging in that we need to recruit candidates to the teaching field, but then further educate them about the depth and breadth of special education and the roles these teachers play within our schools (Hagaman & Casey, 2017). College and school-age students may be unaware of special education as a possible field.…”

“…This gives principals and LEAs more latitude to hire teachers, but these teachers may be underqualified for the particular teaching position. Hagaman and Casey (2017) conducted focus groups with preservice, and novice special education teachers as well as administrators. All participants noted stress related to workload, lack of support, and challenges with providing services to students who needed a lot of support as why new teachers might leave the field.…”

“…94-142 (now Individuals with Disabilities Education Act, 2004), there has been a national, ongoing shortage of special education teachers. Once we recruit special education teachers to the field, attrition within the first few years then becomes an issue (Hagaman & Casey, 2017). Local education agencies (LEAs) may lose special education teachers to other districts and finding a replacement can be challenging.…”