Date of Conferral

2-19-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Billie Anderson

Abstract

The persistent turnover among special educators poses significant challenges to the quality of education provided to students with disabilities. The problem addressed in this study was the significant rate of turnover of special education teachers in a nonpublic special needs school on the east coast of the United States. Guided by Maslow’s theory of motivation and hierarchy of needs, the purpose of this basic qualitative study was to investigate the experiences of special education teachers and factors that influenced their decision to remain within the classroom environment. Eight special educators participated in semistructured interviews sharing the experiences they perceived as contributing factors to remaining within the classroom environment. Additionally, four nonpublic school program administrators provided their perspectives on teacher turnover and school-wide supports to promote special education teacher retention. Thematic analysis using open coding was conducted. Results revealed that special educators (a) often felt isolated within the school community, (b) required more direct support and involvement from school administration, and (c) expressed a strong desire to connect with colleagues through mentorship opportunities, professional growth, and team collaboration. Findings were used to inform a professional development plan aimed at fostering mentoring and building support for special educators within the school community. By strengthening the partnerships among school administrators and special education teachers a more inclusive, supportive educational community with the potential for decreased teacher turnover may be created, thereby fostering positive social change over time.

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