Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A National Perspective: An Analysis of Factors That Influence Special Educators to Remain in the Field of Education

  • William Allan Kritsonis (Author) Prarie View University
  • Lautrice M. Nickson, Ph.D. (Author) Program in Educational Leadership, Prarie View University
DOI
https://doi.org/10.64546/jaasep.1
Abstract
The purpose of this article is to analyze factors that influence special educators to remain in the field of education. School administrators are perplexed by the large number of teachers who decide to leave the field of education after three years. The retention rates of special educators’ require school administrators to focus on developing a qualified workforce. Careful attention to the working conditions and the induction of early career special educators is needed if we are to build a committed and qualified teaching force (Billingsley, 2004).
References

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Billingsley, B. (2004). Promoting teacher quality and retention in special education, Journal of Learning Disabilities, 37, (5) 370-376. DOI: https://doi.org/10.1177/00222194040370050101

Billingsley, B and McLeskey, A. (2004). Special Education teacher retention and attrition: a critical analysis of the research literature. The Journal of Special Education, 38(1), 39-55. DOI: https://doi.org/10.1177/00224669040380010401

Bogenschild, G.G., Lauritzen, P., & Metzke, L. (1988). A study of teach attrition. Milwaukee, WI: Marquette University, College of Education. (ERIC Document Reproduction Service No. ED 311 614).

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Kaff, M. (2004). Multitasking is multitaxing: Why special educators are leaving the field. Preventing School Failure, 48(2), 10-17.

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Mitchell, A. & Arnold, M. (2004). Behavior management skills as predictors of retention among south Texas special educators, Journal of Instructional Psychology, 31 (3), 214-219.

Nichols, A.S., & Sosnowsky, F.L. (2002). Burnout among special education teachers in self-contained cross-categorical classrooms. Teacher Education and Special Education, 25 (1), 71-86. DOI: https://doi.org/10.1177/088840640202500108

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Stempien, L. & Loeb, R. (2002). Differences in job satisfaction between general education and special education teachers implications for retention. Remedial and Special Education, 23(5), 258-267. DOI: https://doi.org/10.1177/07419325020230050101

Wasburn-Moses, L. (2005). How to keep your special education teachers. Principal Leadership, 5 (5), 35-38.

Wisniewski, L &Gargiulo, R.M. (1997). Occupational and stress and burnout Among special educators: A review of the literature. Journal of Special Education, 32(3), 325-346. DOI: https://doi.org/10.1177/002246699703100303

There are 17 references in total.
How to Cite
Kritsonis, W. A., & Nickson, L. M. (2006). A National Perspective: An Analysis of Factors That Influence Special Educators to Remain in the Field of Education. Journal of the American Academy of Special Education Professionals, 1(1), 3-6. https://doi.org/10.64546/jaasep.1

Spring 2006

Article Information

  • Article Type Articles
  • Submitted January 18, 2006
  • Published March 15, 2006
  • Issue Spring 2006
  • Section Articles
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