# data[].attributes.body
EDUC 815
March 5, 2018

# data[].attributes.body
1. Review of literature on the influence of teacher resiliency, administration support and the work environment on special education teacher retention.

2. Continued research on administration styles that promote retention.

3. Research into teacher preparedness and mentor programs and their influence on retention.

4. Research into special education teacher isolation and special education teacher collaboration with team teachers and their influence on retention.

# data[].attributes.body
So far in my research, I have found many studies that delve into teacher attrition, and quite a few that look into special education teacher attrition; however many of these articles are 10-20 years old. Research in the area of special education teacher resiliency and commitment are scarce and are also 10-20 years old. Moreover, limited research has looked into how the work environment and administration support influence special education teacher retention or resiliency.

# data[].attributes.body
Special education teacher attrition has been studied significantly; however minimal research within the last decade has continued to look at this phenomenon.  Most studies have looked specifically looked into the factors leading to attrition. Unfortunately, very few studies have looked into the factors that compel special education teachers to stay in the field. With the special education student population continuing to grow each year it is imperative that we study the intricacies behind retention and resiliency to ensure we do not continue to lose teachers at a rate faster than we are hiring.

# data[].attributes.body
My research interest includes looking into special education teacher retention. As a special education teacher, I have seen a revolving door of special education teachers, and many special education teacher positions left unfilled each year. My goal is to gain a better understanding of this epidemic, so I can begin to understand how we can work toward fixing the problem. My research will start with some basic facts and figures, to understand how many teachers leave and stay annually. This will help explain the scope of the problem. I will then look at the role administration plays in special education teacher retention. I plan on looking at what types of administration supports lead to teachers staying vs. going. I will also look at special education teacher resiliency.  Here the research says that teachers currently stay for two reasons, 1) job satisfaction and 2) a commitment to teaching. Which the research says is almost an altruistic need to serve. Finally, I will look into how the work environment plays into teachers staying vs. going. The work environment can be broken down into 4 different aspects; 1) preparedness-which includes professional development and teacher education programs, 2) manageable caseloads- how stress from large or small caseloads influences retention, 3) fellow teacher support-here the research looks at a feeling of isolation as well as special education teacher collaboration with other teachers and 4) the students disability classification and how likely teachers are to leave based on the needs of the students they serve. Currently, in my research, I have found teachers who work with students with hearing impairments, vision impairments, emotional disabilities and autism are more likely to leave the field.

# data[].attributes.body
Many factors lead to teachers leaving the field. The research explores two central reasons for teachers leaving; 1) lack of administrative support and 2) low job satisfaction which is directly related to the dynamics of the work environment. Research in this study will explore the environmental factors that support teacher retention as well as examine the factors that inspire and influence teachers to stay in the field.

# data[].attributes.body
Increasing special education teacher retention begins with the work environment. Job satisfaction has a direct correlation with the work environment.  A supportive work environment provides special education teachers the opportunity to collaborate with their general and special education peers as well as ease the feeling of isolation many special educators experience. This feeling of isolation decreases job satisfaction and consequently increases teacher attrition. Thus the need to research which workplace factors, administration styles, and teacher characteristics will increase teacher retention.

# data[].attributes.body
1. Attrition: teachers who leave their position and/ or the teaching profession

2. Retention: teachers who remain in the same position from one year to the next

3. Resiliency: the ability to thrive in the face of adverse circumstances/obstacles

4. Commitment: a strong intent or desire to remain with the profession

5. Speical Education: Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability (IDEA, 2004).

# data[].attributes.body
1. What factors inspire and influence special education teachers to remain in the field?

2. What environmental factors and supports associated with special education teacher retention?

# data[].attributes.body
Providing a free and appropriate education to special needs students is a legal requirement; yet, annually many schools struggle to provide this service as schools grapple with retaining special education teachers. The need for qualified special educators increases each year as the population of students with disabilities continues to grow at a rate faster than that of the general education population. All while special educators continue to leave at a rate faster than general educators. Often special educator positions are left vacant for long periods of time, leaving many schools without anyone to support students with disabilities. Or positions are filled with under-qualified teachers, threatening the quality of education student’s receive. While special education teacher attrition has been studied significantly, minimal research within the last decade has continued to look at this phenomenon. Many studies continue to look specifically into the factors leading to attrition. For schools to strengthen their teaching teams, schools must be able to retain their teachers. Meaning we must gain an understanding of the factors that compel special education teachers to stay in the field. While many programs aim to attract new special education teachers, few programs aim to retain current teachers in the field. Thus, guidelines are needed to help meet the needs of current special education teachers in hopes to retain and strengthen teaching teams. This research is aimed to study special education teacher resiliency, the role of administration in the retention of special education teachers and how the work environment influences special education teacher retention.

# data[].attributes.body
Literature Map Overview