In this study, the authors randomly surveyed 1,576 Florida special education teachers to examine factors that contribute to their propensity to leave or stay in the special education classroom or transfer to a new school. The variables identified, based on extensive review of the literature, included background, classroom, school district, and personal factors.
This paper explores how colleague relationships are critical for the experiences of beginning teachers, as are the school organizational norms that these beginning teachers experience. For special education teachers in particular, perception of colleague support was a strong predictor of retention plans. Similar results were seen with respect to their perception of the level of collective responsibility among the faculty. Taken together, these results suggest that schools and districts should make efforts to facilitate productive relationships between general and special education faculty, as well as to differentiate induction support for beginning special educators.
This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay.
Teacher shortages is a severe problem in special education. In this video interview, Lynn Holdheide, AIR principal technical assistance consultant, discusses her work with the Collaboration for Effective Educator Development, Accountability and Reform Center (CEEDAR) to address the shortage and support students with disabilities.
This blog addresses the reasons special education teacher leave the workforce and provides some strategies for creating school environments where special educators and their students can thrive.
This brief summarizes research on the important role that principals can play in reducing the steady churn of teachers and highlights actions states and districts can take to strengthen school leadership.
This brief summarizes the evidence about the importance of principals, describes research-based practices in leadership development, and outlines promising, evidence-based investments in state plans submitted under the Every Student Succeeds Act (ESSA).