Special Education Teacher Attrition

Rising attrition rates and shortage of highly qualified special education teachers (SETs) have a negative impact on students with disabilities (SWD) as effective SETs are needed to help learners experience success in school settings [1]. Researchers and other stakeholders must learn more about the common experiences of SETs to better understand what these educators need to experience more job satisfaction and subsequently remain in the field to assist SWD [2]. Conversely, school leaders and other stakeholders need to have a better understanding of the professional experiences related to SET satisfaction in their workplace to comprehend the severity of this issue [3]. Gaining a better understanding of the lived experiences of SETs can help others in the work environment to affect change to support SETs and maximize the potential for SETs to remain in the field and continue to develop and enhance their abilities to help SWD [4]. This qualitative phenomenological descriptive case study draws on a purposive sample of five SETs currently serving SWD [5]. The study’s participants were asked to share their experiences and insights into the challenges of their job in public school settings. An analysis of the data resulted in the emergence of three significant constituents: (1) collaborative experiences; (2) isolation and exclusion, and (3) marginalization. The subsequent discussion offers points related to the identified themes and provides readers with suggestions to help support SETs in varied settings and potential areas of further research.