Date of Conferral
4-22-2025
Date of Award
April 2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Peter Ross
Abstract
The problem investigated in this study was the high attrition rate for special education teachers. Attrition rates have been associated with a variety of adverse outcomes, including heavy workloads, behavior problems, reduced student achievement, and increased levels of stress. High attrition rates also create a financial burden on school districts. Using Herzberg’s motivation-hygiene theory as the conceptual framework, this qualitative study aimed to identify job-related factors that contribute to special education teachers leaving the profession. The research question guiding this study identified the factors that cause special education teachers to leave the profession. Data were collected by interviewing 12 current special education teachers. Open coding, axial coding, and thematic analyses were used for data analysis. Results revealed six emergent themes were (a) special education teachers experience excessive responsibilities from managing caseloads, (b) special education teachers do not receive adequate support, (c) special education teachers do not receive fair compensation and benefits, (d) special education teachers struggle with implementing the curriculum for special education students, (e) special education teachers experience burnout, and (f) special education teachers experience pressures from completing individualized education program reports. The results of this study can contribute to social change by shedding light on factors that contribute to special educators’ attrition and ultimately help maintain instructional stability for students with disabilities.
Recommended Citation
Douglas, Carlesha Shanita King, "Teacher Perceptions of Factors Contributing to Special Educator Teacher Attrition" (2025). Walden Dissertations and Doctoral Studies. 17622.
https://scholarworks.waldenu.edu/dissertations/17622