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THE 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
Topic Statement
The retention of special education educators has been on the rise for close to two
decades. However, after the COVID-19 Pandemic, the increase of teachers choosing not to
return to the education system skyrocketed. Many studies show a decline in the retention of
special education educators in the school systems. So why is there a lack of retention? Is it due
to a lack of university training before employment in school districts? Or, could it be due to the
lack of quality mentorship once employed in a school district? New studies are still developing
to determine if the information is factual and, if so, its relevance to the retention of special
education teachers. A lack of administrator and collegial support is consistently a leading factor
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in special education teachers (SET) attrition rates (Ortogero et al., 2022, as cited in Kaff, 2004). It
would indicate that some of it is directly related to the schools. The notable exception is that
dual-endorsed teachers in special education teaching positions were considerably more likely to
move to general education positions than teachers with only an endorsement in special
education, all else equal (Theobald et al., 2021).
Practices, Policies, or Procedures that Relate to the Topic
In 2016, the National Coalition on Personnel Shortages in Special Education reported
that, at that time, the attrition of special educators was on the rise (Billingsley & Bettini, 2019,
as cited in NCES, 2016). Fast forward to 2020 and COVID-19, and now that situation is
exacerbated. Having high-quality teacher candidates are on the decline due to the lack of
teacher mentors (Ortogero et al., 2022). They also contended with a high teacher turnover rate
in poverty-stricken areas where resources are less prevalent than in more affluent areas.
Districts that fall into these categories are now relying on untrained personnel or unqualified
personnel to work with students with disabilities. Theobald, Goldhaber, Naito, and Stein (2021)
suggest that student teaching with a cooperating teacher who is endorsed in special education
was also associated with a higher likelihood of becoming a special education teacher.
Importance of this Topic
When developing instructionally appropriate IEP, one must know how to not only write
an IEP but also facilitate the instruction of what one has written. School-age children aged 3 to
21 fall into a very different educational category, according to IDEA 2004. It is noted that
academic achievement is drastically impacted when looking at Students with Disabilities
(SWDs). In addition to the challenge of replacing teachers who leave, attrition negatively affects
student achievement by reducing the aggregated effectiveness of teachers in a school…
(Billingsley & Bettini 2019, as cited in Ronfeldt, Loeb & Wyckoff, 2013). It indicates that the
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attrition of special education teachers directly correlates to the mastery of educational
standards for students with disabilities. Collaboration among teachers and other school
personnel is another tenet of effective PD. For this reason, many improvement efforts
incorporate professional learning communities (PLCs) to develop teacher capacity through
collaborative learning opportunities (Woulfin & Jones, 2021, as cited in Darling-Hammond &
Richardson, 2009; Dufour, 2004). As districts move in the direction of PLC, special education
teachers can plan lessons with general education teacher support and learn from teachers
within the same building.
PLC will support the learning of students and continue to build teacher rapport.
Steps Taken to Address the Topic
School districts across the United States are finding ways to combat the ongoing battle of
attrition in schools. Universities are finding ways to help support local school districts through
alternative licenses or permits. Using a mixed-methods approach, teacher efficacy and retention
of AltPermit P-12 new hires are examined in one of the largest districts in California. The district
provided year-long support to impact teacher efficacy and retention (Harrington & Walsh,
2022). Teachers who were a part of the AltPermit were supervised by the cooperating university
and assigned teacher mentors at the school level. However, some districts still need qualified
personnel to mentor AltPermit employees. Again, this still creates problems for districts, even
amid university support. In addition to coursework, they also participated in additional
Professional Development (PD) on the employee's own time. The goal was to provide additional
teaching support for AltPermit teachers, hoping it would be taken back and applied in the
classroom.
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
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God calls for all to serve. Relevant to this topic, Individuals with Disabilities should be at the
forefront of receiving quality instruction in education and not the leftovers or poor instruction.
All children should deserve the same opportunities when it comes to education. The same
should be said for how Christians interact with God. Is the best being placed at the King's feet,
or is it just leftovers?
References
Billingsley, B., & Bettini, E. (2019). Special Education Teacher Attrition and Retention: A
Review of the Literature. Review of Educational Research, 89(5), 697-744.
https://doi.org/10.3102/0034654319862495
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
New International Bible. (2011). Zondervan. (Original work published 1978)
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),
211-226. https://doi.org/10117787568705221092765
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
Woulfin, S. L., & Jones, B. (2021). Special Development: The Nature, Content, and Structure of
Special Education Teachers’ Professional Learning Opportunities. Teaching and Teacher
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Education, 100. https://doi.org/10.1016/j.tate.2021.103277
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