1THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
The Impact of the Lack of Teacher Retention on Special Education Educators
School of Education, Liberty University
Abstract
The ever-growing lack of retention of special education teachers impacts the quality of
services provided to students with disabilities. Elements associated with attrition and retention
include teacher preparation, community culture, working conditions, and teacher demographics
(Billingsley & Bettini, 2019). The familiar idea points to the ever-growing need for professional
development (PD) and professional learning communities (PLCs) to grow new and novice
teachers. Because of the hard-to-fill teacher positions, the option for Alternate licenses or
AltPermit licenses has been increasing throughout the United States, according to Harrington &
Walsh (2022). These options allow prospective educators to work full-time in the special
education profession while attending college classes to earn a teaching certification. The
research discovered that the teachers who worked through the AltPermit licenses experienced a
2THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
better sense of efficacy when support was provided at the school and district levels. Research
has found that when academic institutes place teacher candidates (TCs) with professionals of
the same degree, special education teachers are more likely to stay within the particular
education teaching field. This is because the student teaching placement provides valuable
content knowledge that helps in their professional development.
Additionally, districts that implemented well-designed mentorship programs and
applicable and relevant professional developments for special education teachers had a better
retention rate and lower burnout rates. Moreover, the research looked into placements. Even
the high cost of living would impact the retention of teachers, and the lower economically
disadvantaged schools saw an increase in attrition for their special education placements, with
teachers moving to schools with better demographics. With a limited plan in sight for how to
remedy this issue retention continues to grow.
Keywords: Special Education Teachers (SETs), Burnout, Attrition Rate, Professional
Development, AltPermit
The Impact of the Lack of Special Education Retention
For the last two decades, special education retention has been on the rise. So why won’t
Special Education Teachers stay? What has caused this drastic burnout in educators, and how do
we find a solution to stop it? Could the reason behind the issue be the absence of university
training before starting a job in a school district? Could the lack of quality mentorship in school
districts be the cause? Several studies indicate declining special education teacher retention
rates within school systems. New research is being conducted to assess the accuracy of this
information and its relevance to the retention of special education teachers. A lack of
administrator and collegial support is consistently a leading factor in special education teachers
3THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
(SET) attrition rates (Kaff, 2004, as cited in Ortogero et al., 2022). Research would indicate that
teacher retention is directly related to the schools teachers are associated with. Teachers
continue to express their need for administration support and how imperative it is for special
education teachers to feel supported. Without this added support, the level of burnout
continues to rise, according to Aldosiry (2022). A continued theme is a need for solid
administration support. The lack of administration support negatively impacts not only the
teacher but also the students. Teacher burnout and stress can affect students' behavioral,
social, emotional, and academic development. (Burnsting, Sreckovic, & Lane, 2014, as cited in
Aldosiry, 2022). The exception is that teachers with dual endorsements in special education
were more likely to switch to general education positions than those with only a special
education endorsement, all else equal (Theobald et al., 2021). In addition, schools such as
Washington State University require teachers seeking a degree in special education to be dual
endorsed, as mentioned by Theobald et al. (2021). This allowed them to seek a general
education teaching position if the special education teaching position became too laborious or
the position became overwhelmingly more than one could manage. COVID-19, SETs workload
increased, potentially leading to job dissatisfaction and creating a continuous cycle of teacher
shortage (Rock et al., 2016, as cited in Ortogero et al., 2022). Unsurprisingly, many special
education teachers left the field when schools started to transition back to a typical setting after
COVID-19. However, there are some notable surprises when considering burnout and job
situations. In Pavlidou et al. (2022)
Professional burnout in general and special education teachers: the role of Interpersonal coping
Strategies, research clearly explains how teachers with solid interpersonal skills contribute to
the effectiveness of student engagement and growth more so than teachers who lack
4THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
interpersonal skills. Teachers with solid communication skills and humor have better job
satisfaction and less work-related stress, as reported by (Graham et al., 1992, as cited in Pavidou
et al., 2022). Additionally, these teachers tend to stay longer in the special education teaching
field and have a lower level of burnout. This is seen in classroom management abilities and
teacher-student relationships. When teachers work to create interpersonal relationships with
students, they also find there are fewer problematic behaviors within their classrooms. These
are additional factors that can help the overall burnout rate.
Key Definitions and Terms
1. Special Education Teachers (SETs) - Defined as Special Education Teachers. One
who is qualified to teach students with unique learning needs (Ortogero et al.,
2002)
2. Burnout- A result of accumulated stress in the workplace. Burnout may lead to
gradual inability to adapt to changes and to poor performance. (Pettigrew and
Wolf, 1982, as cited in Pavlidou et al. 2022)
3. Attrition Rate- the percentage of teachers exiting the educational profession in a
given school year. (Billingsley and Bettini, 2019)
4. Professional Development- Collaboration among teachers and other school
personnel; effective Professional Development (Darling-Hammond &
Richardson, 2009; Dufour, 2004 as cited in Woulfin & Jones, 2021,)
5. AltPermit- Non-licensed teachers work towards specific licensures while attending
university-level courses. (Harrington and Walsh, 2022)
Related Literature
5THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
Mentorship at the College and School Level to Combat Teacher Attrition
With special education teachers (SETs) leaving the teaching profession in larger
quantities each year, school districts are searching to find ways to fill the ever-growing, hard-
tofill positions. Research shows that one way to combat the loss of teachers is through using
mentors starting at the university level and then working down to the school and district levels.
Billingsley and Bettini (2019) express that this begins at the initial preparation, university. This
research showed that those with traditional or lengthier and more comprehensive programs
had better retention rates once hired than those with non-traditional programs. With more
universities partnering with school districts through AltPermit licenses in order to support these
hard-to-fill positions, Harrington and Walsh (2020) express that school systems must strive to
have specific and intensive PD, quality ongoing mentorship, and a way to make sure these
teachers feel like a valuable part of the school district. With that being said, teachers with a
highly positive school culture and climate were likelier to stay than those without (Billingsley
and Bettini, 2019, as cited in Billingsley, 2004). Connelly and Graham, 2009, as cited in Theobald
et al., 2021, found that first-year special education teachers with at least ten weeks of student
teaching were more likely to stay within the teaching profession than those without extensive
placement time. This would indicate that there is a great need for solid mentorship before
embarking into the special education teaching field. Further, this information validates the
need for substantial student teaching prior to employment. Once entering the education
profession, teachers are bombarded with many other tasks and daily duties. Strong student
teaching mentorship allows the teacher candidate to build a solid foundation of the job and its
expectations before entering into the teaching field. With this, teacher candidates are able to
access the profession and know what to expect in hopes of mitigating the burnout factor.
6THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
Billingsley and Bettini's 2019 research shows how the findings proved that teacher mentors
supported general education attrition but not special education attrition.
Upon entering the teaching profession, teachers are provided a mentor, and although
there is value to this, there is a problem for many special education teachers. Often, the mentor
assigned is not a special education teacher or is even located at a different school. They are
leaving this new teacher to figure things out independently, thus leaving the teacher lost and
unsure. Special education teachers often lack mentors with similar degrees and are frequently
not on the same campus, resulting in feelings of inadequate support. Ortogero et al. (2022)
examine why and what can be done to cure the growing need. A staggering forty-two percent
of special education teachers indicated that they would or plan to leave the education arena
within the next five years. Studies have stated that special education teachers with weak
relationships or friendships with coworkers also contribute to a higher burnout rate, in addition
to a lack of administrative support for leaving the profession (Billingsley, 2004; Prather-Jones,
2011, as cited in Aldosiry, 2002).
Lastly, to the challenge of replacing teachers who leave, attrition negatively affects
student achievement by reducing the aggregated effectiveness of teachers in a school (Ronfeldt
et al., 2013 as cited in Billingsley & Bettini 2019). Similarly, this research looked into hard-tofill
placements, making mentorship even more important among colleagues in the same teaching
field. Teachers with strong coworker connections experienced less burnout. Through Ortogero
et al. (2022) research, they expressed that when the mentees (mentors assigned to new staff)
worked with SETs or AltPermit staff, they also positively perceived the mentorship or coaching.
These mentees also gained knowledge, improved lesson planning, differentiated instruction,
and the mentorship helped their students. Because of these ideas, districts with well-designed
7THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
mentorship programs could forego the loss of special education teachers and possibly start
retaining them.
Professional Development to Help Support Teacher Retention
School districts should consider offering more suitable professional development
opportunities to retain their special education teachers. The professional development
programs provided to special education teachers should be relevant to their daily work and
focus on areas that they can apply in their classrooms. It is common for professional
development programs to be designed only for general education teachers. Because of this,
educators feel they do not need to listen or connect with the presented information. Even
though this is not acceptable, it happens. Effective professional development requires teachers
and other school personnel to collaborate with one another. For this reason, many
improvement efforts incorporate professional learning communities (PLCs) to develop teacher
capacity through collaborative learning opportunities (Darling-Hammond & Richardson, 2009;
Dufour, 2004, as cited in Woulfin & Jones, 2021). As schools transition towards the Professional
Learning Community (PLC) model, special education teachers can collaborate with general
education teachers to plan lessons and share knowledge with other teachers in the same
building. This approach will enhance student learning outcomes and foster positive
relationships among teachers. Suppose special education staff had access to content-specific
professional development. These studies provide support for first-year or young special
education teachers, boosting their confidence and encouraging them to continue working in the
field. The research conducted by Woulfin & Jones (2021) showed that training plays an
instructive role, so professionals form conceptions on conducting their work, communicating
with others, and becoming members of their professions. Professional development and
8THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
professional learning communities influenced special education teachers' likelihood of
remaining in the profession. The research revealed that special education teachers value
professional development and mentoring. Collaboration among teachers and other school
personnel is another tenet of effective Professional Development (Darling-Hammond &
Richardson, 2009; Dufour, 2004, as cited in Woulfin & Jones, 2021). Allowing teachers to
collaborate helps to support the learning of all students, and then it becomes a thriving learning
environment for all participating. The study completed by Robinson et al. (2019) shows that
"Job satisfaction includes providing meaningful professional development opportunities and
helping them feel supported by their school."
What about professional development for our administration? If districts could find
ways to provide the same level of professional development for our special education teachers,
then the same idea should be presented to the administration. Professional development in
varying areas of special education could provide the necessary support for teachers to feel that
principals know how to assist them in the classroom setting.
Burnout Due and the Correlation to Lack of Administration Support
Burnout has been the main focus of research in the education and psychological field for
the last forty years Sözer-Boz et al. (2023). With numbers that date back to the 1980s, it is
apparent that something needs to change. Administration support is vital to retaining special
education teachers and is not a new belief or idea. Showing gratitude for a special education
teacher's hard work can provide emotional support to the teacher and staff. Fore et al., 2002,
as cited in Aldosiry 2022 state that supportive principals can be the main reason special
education teachers stay in the teaching field. On the other hand, if school leaders fail to offer
support, it can negatively affect the school's climate, culture, and teaching staff. Aldosiry (2020)
9THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
states that higher levels of principal support are associated with greater job satisfaction. These
findings show that educators associate levels of support dimensions with the support they are
receiving. This means that if teachers feel supported, they are more likely to feel less stress,
impacting their day-to-day responsibilities. In keeping with the findings, supported teachers are
more satisfied with their jobs. Special education teachers also tend to stay in the field when
they receive support. Therefore, it is essential for the leadership to actively participate in the
daily activities of their teachers and provide them with the necessary support. If teachers can
identify the concern of academic burnout, a possible intervention from school level personal
would be beneficial to support them. Sözer-Boz et al. (2023) express that a series of precautions
could prevent this unwanted consequence.
Burnout is not only located to just one content. Teachers worldwide feel pressured to
move their students and make gains with them. However, due to the enormous caseloads,
paperwork, and overall time associated with special education, teachers in special education
tend to burn out faster. Not only does the educator feel exhausted and overloaded while at
work, but these teachers take this home with them in return, carrying it over into their personal
lives.
Unless more support takes place for teacher attrition, the burnout rate will continue to
skyrocket. How do we change the culture of special education to support not only students but
also teachers? Based on research findings, it is evident that attrition poses the challenge of
replacing departing teachers and negatively impacts student achievement. This is because it
reduces the overall effectiveness of teachers in a school and disrupts collaborative relationships,
leading to a decline in the performance of the remaining teachers (Ronfeldt et al., 2013, as cited
in Billingsley & Bettini, 2019). Gilmour and Wehby (2019) indicate that students show lower
10THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
achievement and higher rates along with emotional and behavioral needs due to teacher
burnout
or attrition.
In addition, teachers see negative impacts from the disruption of instructional cohesion
(Hanushek et al., 2016; Ronfeldt et al., 2013, as cited by Gilmour and Wehby 219). These
challenges occur year to year. Therefore, student progress becomes stagnant. Gilmour and
Wehby (2019) cite many researchers who believe teachers working in better conditions have
lower teacher turnover rates. Aldosiry's (2020) research showed four ranges that contributed to
job satisfaction: Emotional support, instrumental support, Information support, and Appraisal
Support; of these, Emotional support was ranked the highest among those surveyed. Because
of this, research indicates that those teachers receiving less emotional support from staff were
also less supportive of their students (Klem & Connell, 2004, as cited in Aldosiry 2020). The
result of Aldoriy's study did suggest that teachers who were surveyed and had received
administrative support decided to continue teaching in the field. Some may say that this would
indicate that some administrative support would benefit teachers and possibly reduce the
burnout rate of special education teachers.
Learning Theory Association
Schunk's theories on teacher self-efficacy play a vital role in how special education
teachers view themselves as well as how they view those they work with. Self-efficacy is the
idea or belief that one can learn and perform at a particular level based on criteria set by
specified criteria. Self-efficacy is taking one's specific or particular skill and transforming it into
an action. In many cases, self-efficacy is viewed as how one views oneself, but self-efficacy can
also be looked at from a group stance. When reviewing research on retaining special education
11THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
teachers, many authors indicated that low teacher efficacy was a predictor of teachers leaving
the field of education. Understandably, in the special education field, one would be saddened
by the lack of progress a student may make within that year. However, even Rome was not built
in a day. Therefore, time must be taken with hard work to see the fruits of one's labor.
Sometimes, others see a student's success before that of the impacting special education
teacher. Many times, teachers put in the formative work and never see the long-term outcome
they worked so hard to build
Schunk's theory of teacher self-efficacy supports the ideas of mentorship, professional
development, and administration support. Each of these areas needs to have substantial levels
of efficacy for teachers to feel valued in the time and effort they put into their students and
classes. When placing new teachers or teacher candidates with seasoned, experienced
teachers, they help to formulate self-efficacy. They will soon practice these newly acquired skills
in their own classroom. "Further, collective efficacy depends on teachers believing that others
(e.g., principals, staff, parents, students) are working diligently to fulfill their obligations Schunk
(2019).
Gaps in Research
Regarding the ever-growing lack of teacher retention, this collective research indicated
areas where gaps would be prevalent. One area identified by Ortogero et al. (2022) and
Robinson et al. (2019) consisted of white female teachers residing in the southeastern United
States. In order to have a broader view of the attrition of special education teachers, future
studies would benefit from examining additional samples to support this research. These
studies indicated that fewer male teachers and teachers of color were in the original sampling.
Many authors indicated that more extensive sampling is warranted in addition to response rate
12THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
obligations. Many of the responses were voluntary, and this could have affected the overall
responses that had been obtained. In the future, one could incorporate system leaders, special
education directors, and current special education teachers to gather many layers and types of
data, Robinson et al. (2019), Ortogero et al. (2022), and Woulfin & Jones (2021).
Additionally, research should consider limitations when sampling is being collected. For
example, if the study surrounds special education teachers, then any data collected by general
education teachers would need to be excluded, thus eliminating teachers who do not teach
students with disabilities, Gilmour & Wehby (2019). Therefore, questions need to align with that
of the research topic.
Biblical Worldview
God's word instructs us in 1 Peter 4:10, "Each of you should use whatever gifts you have
received to serve others as faithful stewards of God's grace in its various forms." The Kingdom
of God calls for everyone to serve one another. In line with this, individuals with disabilities
should not be left behind when it comes to receiving quality education. They deserve the same
opportunities as everyone else. Unfortunately, due to the lack of qualified teaching staff,
students with disabilities often receive poor instruction. This should not be the case. Regardless
of their ability, all children should have access to high-quality education. It is hard to believe
that HE only wanted to see the "on-grade level" or "typically developing" children come to HIM.
Matthew 19:14, "Jesus said, Let the little children come to me, and do not hinder them, for the
kingdom of heaven belongs to such as these
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 will not, 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
13THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
and greatest commandment. And the second is like it: Love your neighbor as yourself." How
quickly do we step in and try to support the situation when a need arises? Christ calls us to love
our neighbors, even if that looks different than it does another. The calling did not change. The
parable of the Good Samaritan rings strong in this situation. He did not have to stop but saw a
man needing care. When the Good Samaritan arrived, the sight of the man's ethnicity, color, or
race was not called into question. What the Bible says is that there was a man that was hurt
and wounded. Professionals are needed to fulfill this commission. Special education teachers
are urgently needed to satisfy the demand. Working in special education is a calling, a tugging
on your heart—that still, small voice that whispers deep. People don't choose special education
for financial benefits but rather for the honor and joy of serving our Lord and Savior, Jesus
Christ.
Conclusion
In order to create an effective IEP, it's important not only to know how to write one but
also how to implement and teach the content outlined in it. According to IDEA 2004, children
between the ages of 3 and 21 fall under a distinct educational category. It is recognized that
academic achievement is drastically impacted when looking at Students with Disabilities
(SWDs). It has been observed that a growing number of special education teachers are leaving
the profession. School districts throughout the United States are exploring ways to address this
ongoing issue of teachers leaving their positions. Universities are finding ways to help support
local school districts through alternative licenses or AltPermit. These districts provided yearlong
support to impact teacher efficacy and retention (Harrington & Walsh, 2022). In addition to
coursework, they also participated in additional Professional Development (PD) on the
14THE IMPACT OF THE LACK OF TEACHER RETENTION ON SPECIAL EDUCATION EDUCATORS
employee's own time. The aim was to offer additional teaching support to AltPermit teachers
with the hope that it would be implemented in their classrooms. Without proper steps to
ensure retention, instruction for students with disabilities will also continue to decline. The
opportunity for more professional development or professional learning communities should be
discussed if school districts want to lessen their attrition rate. A lack of administrator and
collegial support is a leading factor in special education teachers (SET) attrition rates (Kaff, 2004,
as cited in Ortogero et al., 2022). When school districts arrange for professional development
programs that cater to the needs of special education teachers, it fosters an unrivaled support
environment. This creates a sense of validation and encouragement among special education
teachers, which is crucial for them to perform their jobs effectively. No one wants to feel
isolated or undervalued, particularly when new to a school or profession. It is often said that
teachers feel like they are on an island alone. This feeling is amplified when they do not have
support from the top down. Teachers work hard to meet all the needs but may need to learn
what they are missing due to inexperience. However, it is not due to lack of heart or passion.
As this ever-growing problem continues, how do we work to stop it? That is easy. Educators do
not stop working to find solutions. They work to make sure that new teachers in the profession
do not become a statistic but rather the new norm.
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