Why Do They Stay? Factors Associated With Special Education Teachers' Persistence. (April 2022)

• Record Type: Journal Article
• Authors: Scott, LaRon A.; Taylor, Joshua P.; Bruno, Lauren; Padhye, Ira; Brendli, Katherine; Wallace, Weade; Cormier, Christopher J.
• Is Part Of: Remedial and special education. Volume 43:Number 2(2022)
• Page Start: 75
• Page End: 86
• Publication Date: 2022-04
• Subjects: teacher education -- special education -- teacher persistence -- self-efficacy; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/07419325211014965
• Languages: English
• ISSNs: 0741-9325

Abstract

Special education teacher (SET) persistence and attrition have been investigated for several decades. However, there are several predictors for SETs' intent to stay or leave that are yet to be investigated. Using Bandura's social cognitive theory, we developed the Special Education Teacher Persistence in Teaching Survey (SETPTS) and examined multiple factors for SETs' persistence in their careers despite a range of challenges they face. Ninety-six SETs at various stages in their careers completed the survey to understand the complex dynamics of persistence. Pearson product-moment correlation coefficient and hierarchical logistic regression analysis revealed factors correlated with teacher persistence, and barriers that may cause attrition. In the findings, we address ways to improve SET retention, as well as possible future directions for research, education policy, and practice for teacher preparation and retention.