Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2025

Committee Chair or Co-Chairs

Ginger Christian

Committee Members

William Flora, Richard Griffin, Pamela Scott

Abstract

Teacher attrition remains a critical challenge in public education, particularly among special education teachers who face unique legal, instructional, and emotional demands. This phenomenological study explored the lived experiences of current and former K–5 special education teachers to better understand the practices and resources that influence their decision to remain in or leave the profession. The central research question investigated how leadership, professional learning, and working conditions shape teacher sustainability in special education roles. Twelve participants, including six currently employed special education teachers and six who had exited the profession, participated in semi-structured interviews. Data analysis revealed five major themes: (a) supportive and visible leadership, (b) meaningful and relevant professional development, (c) emotional support and affirmation of professional identity, (d) manageable workload and collaborative working conditions, and (e) ineffective practices that contribute to burnout and attrition. Herzberg’s Two-Factor Theory (1966) provided a framework to analyze how intrinsic motivators (e.g., feeling valued, competent, and supported) and extrinsic conditions (e.g., workload, leadership quality, and administrative systems) influence job satisfaction and decisions to stay or leave. Fullan’s (2016) Change Theory further guided interpretation by emphasizing the role of leadership in coherence-making and capacity building. Participants described how school leaders influenced their experience through visibility, empathy, and alignment of systems to support special education. Findings suggest that retention of special education teachers is not simply a function of meeting compliance requirements, but is closely tied to systemic, relational, and leadership-driven supports. Teachers who experienced supportive leadership and targeted professional development reported greater teacher efficacy and commitment to the field. Conversely, participants exposed to inconsistent expectations, overwhelming demands, and emotional isolation expressed greater likelihood of attrition. Findings contribute to the literature on special education teacher retention by centering on the voices of educators and providing actionable insights for school leaders, policymakers, and district leaders. Recommendations highlight the need for differentiated professional learning, leader preparation in special education, supportive leadership practices, and collaborative systems that affirm the complex and essential nature of special education work.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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