Why Teachers Are Leaving Special Education

Abstract
This investigation identified the reasons that teachers leave the special education classroom and examined the patterns and trends in teacher dropout in order to help in the retention of quality special educators. A survey instrument was developed and used to determine the factors that teachers identified as to why they left the special education classroom. Survey items were tabulated, and adjusted frequency scores were reported. A contingency analysis determined whether there were associations among any of the factors and the demographic characteristics. The most significant factor for leaving the special education classroom was the excessive amount of paperwork. Other important factors included pupil load, inadequate resources, and lack of recognition and support. There was also a relationship between certain demographic characteristics and burnout among special educators.

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