Testing a Model of Special Educators' Intent to Stay in Teaching

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Abstract
This study used path analysis to examine the effects of work-relatedfactors—including principal support, stress, role problems, job satisfaction, and commitment—on 542 Virginia special educators' expressions of intent to stay in teaching. Demographic variables—including teachers of students with emotional disabilities and race and gender of teachers—were treated as exogenous variables. Job satisfaction had a positive direct effect on intention to stay in teaching. Factors with small effects included professional commitment and perceived employability outside teaching. Principal support, stress, and role problems had direct effects on job satisfaction and commitment. Work-related variables should be included in strategies for retaining special educators.

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