| Special education teacher attrition has been noted as a prevalent concern for many school districts. There is a critical need to add to the growing body of literature regarding special education teacher attrition and to determine based on the trend identified within the literature, additional reasons, that contribute to special education teachers choosing to leave their position. The problem under investigation was the ongoing critical shortage of special education teachers in Mississippi. The purpose of this multiple case study was to gain insight and understanding of factors that contribute to special education teacher attrition within an urban school district in Mississippi. The target population for this study was special education teachers who chose to leave their position and the school district and school administrators who provided perspectives on factors that affect special education teacher attrition. Multiple sources of data included a survey and interviews. Collection and analysis of data indicated that excessive workload, stress from job demands, and lack of administrative support and guidance most influence special education teachers to leave their position. The behavior of students, lack of effective mentors, lack of support, lack of professional development, paperwork, class size, and better opportunity/job relocation were factors found to contribute to special education teacher attrition. Insight regarding job satisfaction, teacher preparation, and workplace conditions that contributed to special education teachers choosing to leave their position should provide insight and information for school district leadership on strategies and activities focused on the recruitment and retention of special education teachers. Future research proposals should extend this investigation in urban and suburban school districts, as well as examine how the lack of specific course syllabi in pre-service teacher preparation programs contributes to special education teacher attrition. A comparative study on special education teachers from alternative teacher preparation programs and special education teachers from traditional teacher preparation programs regarding special education attrition should also extend this research. |
