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

Articles

Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia

Justin P. Schanck, Ed.D., Michael J. Bochenko, Ed.D., Herbert R. Fiester, Ph.D., Kathy D. Nobles, Ed.D., Elaine K. Reichert, Ed.D., Kelly C. Dreger, Ed.D.
  • Justin P. Schanck, Ed.D. (Author) Valdosta State University image/svg+xml
  • Michael J. Bochenko, Ed.D. (Author) Valdosta State University
  • Herbert R. Fiester, Ph.D. (Author) Valdosta State University
  • Kathy D. Nobles, Ed.D. (Author) Valdosta State University
  • Elaine K. Reichert, Ed.D. (Author) Valdosta State University
  • Kelly C. Dreger, Ed.D. (Author) Valdosta State University
DOI
https://doi.org/10.64546/jaasep.568
Abstract
As more K-12 educators leave their teaching careers, it is unclear why they decide to depart from teaching. Retention is an ongoing problem, particularly with special education inclusion teachers (SEITs). A qualitative narrative analysis was conducted with four SEITs to determine why they departed from their profession. Each participant was interviewed three times to gather relevant data. Results showed five major themes concerning SEIT departure: job choice, preparation, workload, job effectiveness, and job support. The findings indicate the need for more professional development, more experiential practice, less redundant workload, more instructional support, and more mentorships for those in the field.
Keywords
Career Change, Economic Factors, Elementary School Teachers, Faculty Development, Faculty Mobility, Faculty Workload
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How to Cite
Schanck, J. P., Bochenko, M. J., Fiester, H. R., Nobles, K. D., Reichert, E. K., & Dreger, K. C. (2025). Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia. Journal of the American Academy of Special Education Professionals, 20(1), 55-71. https://doi.org/10.64546/jaasep.568

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