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ANNOTATED BIBLIOGRAPHY SOURCES 1-8
Course Project: Annotated Bibliography Sources 1-8 Assignment
Stephanie Ortego
School of Education, Liberty University
TOPIC: The Impact of the Lack of Teacher Retention on Special Education Educators
References
Billingsley, B., & Bettini, E. (2019). Special Education Teacher Attrition and Retention: A
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Review of the Literature. Review of Educational Research, 89(5), 697-744.
https://doi.org/10.3102/0034654319862495
These authors focused on why teachers vacate their positions in special education
classrooms. The data collected throughout showed that special education teachers leave for
three reasons. One, some leave to teach in other schools. Secondly, teachers are leaving and
utilizing their dual endorsement in the general education setting; and lastly, they are leaving the
profession altogether. Does teacher preparation create a longer-lasting teacher? Yes, it does,
according to Billingsley and Bettini. Teachers who spent over ten weeks in their student teaching
placement were more inclined to return to their position in special education the following
school year. Whereas teachers with dual endorsement, specifically in general education, were
28% more likely to leave for a general education position. Researchers dug into how to retain
teachers, and the findings proved that teacher mentors supported general education attrition
but not special education attrition. Because most special education educators do not have
mentors with the same degree and are typically not on the same school campus, so this leaves
special education educators feeling less supported. The authors acknowledge that more
research must be done to determine if further professional development and preparation are
needed to predict if these findings have a bearing on special education teacher retention.
However, due to school culture, educators were likelier to stay in their current school placement
when they experienced a positive school climate.
Harrington, L. & Walsh, N. (2022). District Supports of Alternative Permit Teachers for
Increasing Efficacy and Retention. Management in Education (Sage Publications, Ltd.),
36(2), 72-81. https://doi.org/10.1177/0892020620942580
Due to the continued decline in special education teacher retention, the authors set out
to show that using a different approach when filing hard-to-fill positions could increase efficacy
and teacher retention rates. The goal was to hire teachers for these hard-to-fill positions using
AltPermit licenses. The standard of expectation was the same for AltPermit teachers and fully
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credentialed educators. When looking at teacher efficacy, this study correlated solid teaching
practices with job satisfaction and student growth. All teachers who participated in the
AltPermit agreed that they developed a better sense of efficacy when there was support at the
school and district levels. Even though AltPermit teachers did not have the same formal training
as other special education teachers, many attended additional professional development
courses to gain the knowledge needed to serve students with various special education deficits.
As a result, they were retained in their job for the following year. One drawback to the AltPermit
was that these teachers still needed to pursue their preliminary teaching credentials, all while
teaching throughout the day. Although this pathway allowed for schools' hard-to-fill positions to
be fulfilled, it also created additional stress for the non-credentialed teachers. This is where the
authors placed a high value on the importance of mentors to reduce teacher turnover.
New International Bible. (2011). Zondervan. (Original work published 1978)
Biblical principles will be used to show how God's word is prevalent even in this
situation. We are all called to be servants for the kingdom, and in some cases, that is to be the
hands and feet of Christ. If they won't, will you? Matthew 22:37-39, "Jesus replied: Love the
Lord your God with all your heart and with all your soul and with all your mind. This is the first
and greatest commandment. And the second is like it: Love your neighbor as yourself." When
we see a need, do we jump to support it or wait to see if someone else will come along to fill it?
We are all called to love our neighbors, although that may look different for each of us. The
calling is still the same. The parable of the Good Samaritan comes to mind. He did not have to
stop but saw a man in desperate need. He did not see his color, race, or ethnicity. What he saw
was a need. Here, we can see the same need. Teachers are needed to fulfill this commission.
Educate!
There is a great need and desperate need for special education educators.
Ortogero, S.P., Barcarse. T. O., & Ray, A. B. (2022). Developing the Knowledge and Mentoring
Skills of Future Special Education Leaders. Rural Special Education Quarterly, 41(4),
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211-226. https://doi.org/10117787568705221092765
Due to the continued special education teacher shortage, the authors examine why and
what can be done to cure the growing need. A staggering forty-two percent of special teachers
indicated that they would or plan to leave the education arena within the next five years. The
root cause is burnout and increasing levels of stress. Additionally, special education teachers
indicated they felt their roles and job descriptions needed to meet or match the expectations of
their administration. The author's study stated that special education teachers with weak
relationships or friendships with coworkers contributed to a higher burnout rate.
Moreover, those with solid coworker relationships did not report the same findings. Continuing
research in professional development for special education teachers rated high on teacher's
desires. Teachers wanted relevant topics to support their growing classroom instructional
needs. The authors' research indicated that teachers wanted more mentoring and coaching to
stay in the field. In this study, this state has a high cost of living and saw higher than usual hard-
to-fill positions still vacant. Ways to help curb this growing trend were partnering with local
universities and being able to execute well-thought-out plans for better ways to fill potions.
These ideas could be used globally to meet the growing needs of special education teachers.
Theobald, R.J., Goldhaber, D.D., Naito, N., & Stein, M. L., (2021). The Special Education
Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention. Exceptional
Children, 88(1), 65-80. https://doi.org/10.1177/00144029211010162
The author focused much attention on solid student teaching practices. However, not
just from any educator's perspective, but lining up a special education teacher candidate with
certified special education practitioners. These findings revealed that by pairing up teacher
candidates with teachers of that same credentialed field, they were more likely to stay in the
profession, whereas when teacher candidates were paired with practitioners of a different field
of study. The quality of student teaching affects the longevity outcomes of special education
teachers. Additionally, the author focuses on dual-certified teachers. This became a "notable
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exception" because these teachers often leave the special education profession and end up in
general education classrooms because of their dual licenses. This article mainly looked at
universities in Washington State where special education teacher candidates must dual enroll. In
this case, it could directly correlate to the retention of special education educators. So the
author then states, "There may not actually be a special education teacher shortage, but rather
there is a shortage of teachers endorsed in special education who are teaching special
education."
Woulfin, S. L., & Jones, B. (2021). Special Development: The Nature, Content, and Structure of
Special Education Teachers’ Professional Learning Opportunities. Teaching and Teacher
Education, 100. https://doi.org/10.1016/j.tate.2021.103277
Special education teachers acknowledge the need for professional development.
However, what they want and what they receive sometimes differ. This article focused on
shaping professional development to meet the growing need for special education teachers,
knowing that professional development and professional learning communities are often ways
to deepen the knowledge and understanding of the educators' role or specific classroom needs.
For example, researchers note that professional development should match the field of study in
which the teacher works. So, when thinking about special education teacher retention, the
professional learning community or professional development would need to match their
content area. However, the findings of this article concluded that this is only sometimes the
case. In some cases, the professional development did not meet the needs of the newly hired
teacher but did meet the needs of the "novice" educator. To retain special education educators,
each district needs to be intentional in how they use their professional development and what
they intend for their teachers to gain from that professional development time—not just pulling
teachers to review old items but instead being methodical in what they want teachers to learn
to apply it to their classrooms or current experience with students.
