Early-career special education teachers: Factors that promote retention in the field

This study examined the factors that are necessary in order to retain special education teachers within the public school system. It will identify critical factors that promote the retention of these specialized educators. A qualitative methodology case study design was used to investigate, describe, and analyze early-career special education teachers, school principals, and school psychologists. Specific recommendations to improve levels of support for early-career special education teachers include providing strong administrative support and teacher mentoring which will be summarized as they relate directly to the retention of special education teachers.;The following questions guided the study: What factors lead teachers into the field of special education? What variables do early-career special teachers, principals and school psychologists perceive contribute the most to a teacher's continuation in the field of special education? What variables do early-career special education teachers identify as detrimental to their continued retention in special education? How much support (frequency/intensity) do early-career special education teachers, principals, and school psychologist feel are needed for a special educator in their first three years to be adequately supported in their multiple roles? What types of higher education skills do special education teachers need support their careers? What type of higher education skills do early-career special education teachers need to know more about in order to be successful in the classroom?;The sample consisted of three school principals, school psychologists, and early-career special education teachers with less than three years in the field. The prime sources of data were the words and actions of the people who were being interviewed. The detailed description in the study was important for conveying the actual meaning for transferability of the study. The analysis of documents and each interview resulted in themes, patterns and categories that emerged from the data.;Standardized procedures for categorization of themes and salient findings were used throughout the process. The presentation of data, data analysis, and conclusions were drawn from the findings in the research. The analysis revealed three essential themes. The first key finding was that early-career special education teachers need a committed transformational leader who can provide a multitude of supports in the first three years. Another emerging theme from the study was that special education is an occupation that requires long hours, and requires quality mentorship. Finally, the study provided evidence that the early-career special educator needs inservice that is preferably focused on special education.