Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Billie Andersson

Abstract

General and special education teacher attrition, which contribute to the nation’s teacher shortage, is a decades-long problem that can impede schools’ ability to provide a quality education to all students. Studies have been conducted around teacher attrition; however, a gap in research literature exists regarding the intrinsic and extrinsic factors that may guide special education teacher retention. Utilizing the two-factor theory of motivation, this basic qualitative study explored the intrinsic and extrinsic motivational factors that may influence special education teachers to remain in the classroom. Purposive sampling was used to select 12 special education teachers, at the ninth, 10th, 11th, and 12th grade levels, who have been teaching at least one year in Midwestern United States urban school district. A priori coding followed by open coding was used to code data and develop themes. Key results from the study extended current knowledge related to the two-factor theory of motivation. Results indicated teachers remain in teaching because of relationships they have developed with their students, coteachers, or department members. Teachers were also committed to improving their teaching strategies. They would like their administrators and district leaders to remove negative aspects of special education, such as too much paperwork, limited planning time with coteachers, and large caseloads. All but one participant expressed their desire to return to the classrooms for the next school year. Findings of this study may promote positive social change in urban schools by providing administrators with a better understanding of what influences teachers to remain in their positions, which may lower costs associated with replacing quality special education teachers.

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