Examining the relationship between special education teacher (SET) retention and resilience: An extended framework

Abstract

This study shares results of a survey of special education teachers (SET; n = 818) exploring retention and resilience in one northeastern state in the United States. Exploratory and confirmatory factor analyses revealed unique factors of Retention (SET Empowerment, Continuum of Professional Learning, School-based Working Conditions) and Resilience (Growth Mindset for SET, SET Self-Regulation, and External Interactions and Collaborations). Further results examine associations between resilience and retention and alignment to a theoretical framework that explains dynamic interplay between internal and external enabling or constraining factors influencing retention and resilience. Implications for research, policy, teacher preparation, induction/mentoring, and professional learning are shared.