Factors of Job Satisfaction Affecting Retention in Special Education

Abstract

Retention of special education teachers are critical. Vittek (2015) reports that special education teachers leave within the first few years due to stressful and demanding job requirements. Other researchers also report that job satisfaction, work conditions, low pay, the demand for paperwork, work expectation, lack of support, and several other factors also lead to attrition (Dupriez et al., 2016; Grant, 2017). Furthermore, Plash et al., 2006 projects that about 29% of special educators will leave within their first three years. Several researchers have discovered that teachers' satisfaction, positive working conditions, administrative support, and job-related resource can improve teachers' retention (Tyler & Brunner, 2014). Studies have shown that mentoring programs, administrative participation and support can impact all student achievement in a school (Cancio et al., 2013; Carver-Thomas & Darling-Hammond, 2019; Dempsey & Christenson-Foggett, 2011). In this field study, I analyzed related factors of job satisfaction affecting retention in special education. I used The Mind Garden Transformation Online Survey Scoring and Reporting System survey: Maslach Burnout Inventory-Education Survey (MBI-ES) and surveyed the participants. The study suggested that the years of teaching had no real effect in the level of burnout, yet emotional exhaustion was experienced by all. The study implied that less workloads and demands along with other factors such as more planning time and resources means less emotional exhaustion and a higher special education teachers' retention rate.