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Research Article
Volume 11 Issue 3 - February 2023
DOI: 10.19080/GJIDD.2023.11.555811
Glob J Intellect Dev Disabil
Copyright © All rights are reserved by Alice M Mockovciak
Alice M Mockovciak1*, Glennda K McKeithan2, Xaviera T Johnson3, Deborah E Grisworld4 and Mabel O Rivera5
1Grand Canyon University, USA
2Department of Special Education, University of Kansas, USA
3Department of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, USA
4Department of Special Education, University of Kansas, USA
5Department of Inclusive Education, University of North Carolina Pembroke, USA
Submission: January 31, 2023; Published: February 28, 2023
*Corresponding author: Alice Mockoviciak, 1009 Ansley Park Dive, Indian Land, SC 29707, Grand Canyon University, Arizona, USA
Glob J Intellect Dev Disabil 11(3): GJIDD.MS.ID.555811 (2023) 001
Special Education Teacher Attrition
Global Journal of Intellectual
& Developmental Disabilities
ISSN: 2575-8586
Introduction
The shortage of special education teachers (SET) available to
serve America’s six million students with disabilities (SWD) is a
tion (teachers leaving the profession). In fact, the National Coali
tion on Personnel Shortages in Special Education reports that the
er turnover can result in greater expenses in recruiting, training
gap. More importantly, this can impede the ability of students with
disabilities to reach their full potential and leave school unpre
leaving the profession include salary, excessive paperwork, limit
ed resources, unsupportive leadership, student behavior, student
motivation, and limited funding to attract and support graduate
students. Many recommended solutions to the problem require
ing teacher mentors, increasing professional development, and
ing teacher shortages relating to attrition is needed particularly
the number of special education teachers leaving the profession
increases. Studies showed school districts nationwide struggle to
Materials and Methods
Theoretical framework
The purpose of this phenomenological study is to describe
the phenomenon of experiences with job satisfaction and attri
tion among special education teachers. For the purposes of this
ulation are in a unique position to share perspectives about their
job satisfaction and provide insight to key stakeholders in educa
tion to develop policies and practices to help recruit and retain
Research questions
satisfaction for SETs in public school settings?
Abstract
about the common experiences of SETs to better understand what these educators need to experience more job satisfaction and subsequently
lived experiences of SETs can help others in the work environment to affect change to support SETs and maximize the potential for SETs to
themes and provides readers with suggestions to help support SETs in varied settings and potential areas of further research.
Keywords: Meaningful units; Teacher attrition; Special education teacher shortage
002
Global Journal of Intellectual & Developmental Disabilities
How to cite this article: Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld and Mabel O Rivera. Special Education
Teacher Attrition. Glob J Intellect Dev Disabil. 2023; 11(3): 555811. DOI: 10.19080/GJIDD.2023.11.555811
RQ2 What can educational leaders and other key stakeholders
do to better support SETs to reduce teacher attrition?
allow participants to willingly engage in historical stories about
their professional experiences and employment challenges.
knowledge by narrowing the gap with the current research be
disabilities (SWD) to receive an appropriate education in their
Least Restrictive Environment (LRE). If SETs are leaving due to
inadequate job satisfaction, we need to learn more about common
policies exist in their educational environment is needed. Learn
ing more about the lived experiences of special education teachers
can offer insight into factors which may adversely impact teach
develop meaningful social relationships with their colleagues. As
a result, SETs will be better able to help SWD meet their academic
Research related to SET job satisfaction and attrition is limit
ed. There is a critical need to better comprehend SET experiences
so education leaders and others involved in service delivery can
make informed decisions about how to support and keep SETs to
the study is an important area of research that could be used to
Capturing the perspectives of SETs can help to address the gap in
the research base as there is a clear lack of information available
words in methodological and philosophical vocabularies can ac
quire different meanings (Patton). Qualitative is a broad term that
encompasses a variety of approaches to interpretive research de
scribed as careful, diligent, organized, systematic inquiry directed
covery and interpretation of facts, revision of accepted theories
or laws, or practical use or application of new or revised theories
consist of quotations, observations, and excerpts from documents.
Qualitative research begins with the use of interpretive and the
oretical frameworks that inform the study of research problems
addressing the meaning individual or groups ascribe to a social or
In qualitative research, the researcher is the primary instru
ment in the research study. To some extent, the researcher can
control errors by using research strategies proven to be effective.
The study makes use of qualitative purposeful sampling which can
istics of the phenomenon of interest. This sampling strategy was
used because the qualitative method investigates the why and
er and focused samples are more often used than large, quanti
can deepen understanding of the phenomena. The unique aspect
of the interviews can offer insight and promote a deeper under
standing of important phenomena (Patton).
This study utilizes the phenomenological research methodol
ogy approach because it would allow for a better understanding
of the consciousness of special education teachers as the lived ex
ogy is appropriate for this study because it allows researchers to
understand and identify what participants had in common as they
experience life as SETs in public school settings. A phenomenolog
ical study is also appropriate for this study because it allows par
the phenomenon over times, allowing readers to identify and bet
provide insight into the personal perspective and interpretation
of professional teaching experiences as special education teach
er participants share their subjective experiences, motivations,
experiences of people regarding a common phenomenon in hu
man experience (Creswell & Poth). Phenomenologists attempt to
scribing it as it is found in concrete situations and as it appears to
es related to job satisfaction for SETs in public school settings?
(2) What can educational leaders and other key stakeholders do
to better support SETs to reduce teacher attrition? The focus is
to better understand the essential meanings of individual expe
riences of SETs and the challenges related to their professional
challenges of SET experiences; the primary goal is to identify the
ways in which the participants with the phenomena struggle so
stakeholders have an opportunity to consider these experiences
to inform or support current and future SETs. The methodology
allows researchers to deliberately select samples to illustrate or
Limitations
may place restrictions on the conclusions when generalizing re
a special education teacher for 20+ years in varied settings with
knowledge related to the challenges of special education teachers.
Purposeful sampling was used for this study. Participants were
velopment experiences. The study may not represent the views
How to cite this article: Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld and Mabel O Rivera. Special Education
Teacher Attrition. Glob J Intellect Dev Disabil. 2023; 11(3): 555811. DOI: 10.19080/GJIDD.2023.11.555811
003
Global Journal of Intellectual & Developmental Disabilities
ble participants, traveling to the interview sites, and transcribing
their experiences, however, the researcher and other participants
were able to draw on experiences, considerations, and insights
drawn over what was potentially multiple years of experiences.
are also related to common trends and issues noted in the litera
ture as well as the researcher’s personal experience as a special
because they were created by the researcher and may have re
for a streamlined form of data collection gained from interviews
who may have experienced the phenomenon. In addition to the
because interpretations of data always incorporate researcher as
sumptions. The researcher must always be mindful of how and
when personal feelings are introduced into the study.
Delimitations
Delimitations of this study are choices made by the researcher
experiences of all SETs in the local or other geographical areas.
ticipants. The study does not consider the experiences or opinions
of all educators with specialized knowledge of the rewards and
challenges of special education teachers in the researcher’s local
or other geographical areas. Therefore, the experiences and/or
Review of literature
The literature reviewed included both quantitative and quali
tative studies, but the focus was more related to qualitative stud
ulation studied is delimited because it was focused on the needs
needs in other settings were not considered such as private & pri
vate charter schools. The subjectivity of the data contributes to the
small, and it cannot be easily generalized as typical experiences
of SETs. In addition, the participant’s responses may not be a true
also be limited by concerns about their responses being shared,
peer pressure, or embarrassment with the subject matter.
The literature consistently notes a shortage of available SETs
Finding enough SETs to serve SWD in lower socioeconomic areas
nationally. as well as implications for teacher preparation and ed
ucation.
The literature relative to the study noted additional factors
contributing to the phenomena of teacher shortages include
didates have all contributed to the phenomenon of teacher short
literature suggests that overall job satisfaction is linked to lower
combined with the need for many SETs to serve students across
grade levels and subject areas (often simultaneously) are noted as
tion and service delivery processes as well as individual student
paperwork SETs are required to manage while simultaneous
documentation, and time management involved in developing and
implementing complex IEPs, which is often generated by complex
software programs that consistently evolve and do not necessarily
In addition, the increased time needed to collaborate with other
teachers and service providers, students, and parents in order
to prepare for numerous IEP meetings for each student on their
caseload is problematic if SETs do not have the time or support to
with their jobs because they feel unappreciated, overworked, and
omy to determine how and when all the required tasks are to be
completed as well as what to teach students with varied needs
teachers in the 21st century must juggle multiple roles simulta
neously. Much of the research notes SET feelings of isolation and
Participants and setting
phenomenological framework was appropriate as the phenome
nological recognition, comprehension, and description of sense
004
Global Journal of Intellectual & Developmental Disabilities
How to cite this article: Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld and Mabel O Rivera. Special Education
Teacher Attrition. Glob J Intellect Dev Disabil. 2023; 11(3): 555811. DOI: 10.19080/GJIDD.2023.11.555811
appearances which is a method of utilizing a transcendental re
coded without exposing the identity of each participant, each SET
was assigned a code number, for example, participant 1; partici
investigation of the unit of analysis or the essence of a phenom
formed into psychologically sensitive statements of the essential
explored to help the researcher better understand a phenomenon
er utilized imaginative variation analysis of meaning units (MU),
then the researcher employed imaginative variation to under
stand each essential meaning. An analysis of the intersubjective
derstanding of the variations of one’s experience amid the other
The method of phenomenology is embedded within philoso
phy and psychology. Phenomenology as a science, from a philo
sophical perspective, has raised many questions within the scien
the primary focus is the historical being of one’s experiences rath
er than a single experience. Contrary, the transcendental phe
nomenological method focuses on the meaning of an individu
al’s lived experiences for the purpose of describing the essence
the professional experiences of SETs rather than seeking a causal
a conscious understanding of an experience. Through the incor
poration of an eidetic analysis approach as well as the process of
reduction and bracketing, essential aspects of consciousness are
The unit of analysis for the study was the SET professional
experience of the participants. The target population of the study
was public school SETs employed in public school settings in New
York, North Carolina, South Carolina, and Virginia. Five SETs were
tained classes, taught for 5 years. He held a Master’s temporary
teacher license to teach special education in addition to an alter
York, a female, held a standard special education license. She
dard special education license, based on making a lateral move
from general education after taking a proxy and achieving a Mas
ter’s degree, taught for 9 years teaching high school students in a
tained classes, for 5 years.
Data collection
a psychological structure to answer this study’s research ques
job satisfaction for SETs in public school settings? RQ2 What can
educational leaders and other key stakeholders do to better sup
port SETs to reduce teacher attrition? The bracketing process was
utilized to assist the interviewer in assuming the phenomenolog
ical attitude or putting aside their own experiences to minimize
potential bias based on personal experiences associated with the
derstanding of the comprehensive (whole) experience by reading
through the interview transcriptions in their entirety. The unit
of analysis for the study was the SET professional experiences of
participants. The target population of the study was public school
SETs employed in public school settings in New York, North Car
olina, South Carolina, and Virginia. Multiple procedures were uti
to, during, and following the interviews. All participants provided
individual interviews were the data collection instruments. Re
cordings were transcribed and scanned into an electronic data
password protected. Individual interviews were not shared with
the interviewees could withdraw from the study at any time. The
to provide a psychological description of their professional expe
riences relative to job satisfaction. The interview time is inclusive
of the time the researcher met with the participant, briefed the
participant on the study, reviewed and obtained the signature of
allows participants to thoroughly explore their personal experi
no absolutes when determining meaning, and researchers may
used to document responses and then transcribed verbatim. The
How to cite this article: Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld and Mabel O Rivera. Special Education
Teacher Attrition. Glob J Intellect Dev Disabil. 2023; 11(3): 555811. DOI: 10.19080/GJIDD.2023.11.555811
005
Global Journal of Intellectual & Developmental Disabilities
researcher used computer transcription software, a headset, a
foot pedal, and a Word program. The transcribed interviews re
Times New Roman font.
Phenomenological reduction was utilized at the onset of data
analysis, so described participant experiences were understood as
present to the SET’s consciousness. The research questions along
with the transcripts of SET participants’ professional experienc
es were referenced throughout the analytical process to enhance
units (MUs) were delineated as the researcher continuously re
viewed the descriptive data with the intent to precisely identify
and describe shifts of subjective consciousness noted in the data
numeric subscripts and forward slashes (/). During this process, a
series of meaning units were acquired from the transcribed data.
Meaning units were then transformed into psychological state
transform them into psychologically sensitive statements using
and maintain an objective (intentional) perspective. The imagina
tive variation process was utilized in the analysis to help the re
searcher consider variations in the meaning units for determining
Finally, a general written psychological structure was gener
ated for analysis. The general structure is a descriptive paragraph
employing all the constituents to provide a representative account
constituents (or psychological parts) that make up the whole ex
perience were synthesized during this phase of the study. During
this process, all meaning units were compared to identify mutual
connections (intersections). The Giorgi analysis method was uti
psychological constituents was generated. Essential constituents
connect interdependently to create a whole structure. Nones
Throughout the data analysis phases, a phenomenological proce
dure was utilized to enable SET participants to share their profes
sional experiences. Imaginative variation was used to determine if
constituents could be included or removed for the structure to be
Results
(1) Participants expressed a desire for more collaborative experi
ences with other professionals in their learning environments. (2)
Participants described feelings of isolation and exclusion. (3) Par
ticipants described feelings and experiences of marginalization.
Collaborative experiences
All (100%) of the SETs interviewed shared a sincere desire to
interviewees were not given the opportunity to engage in mean
ingful collaboration with their general education counterparts,
which was needed to achieve the goal of fully inclusive student ac
participants shared that their specialized knowledge of effective
instructional practices for SWD was disregarded and ignored by
other members of the IEP team.
“Certain teachers are more open to the idea of inclusive prac
tices than others.” (P1)
“I felt I had a large toolbox of experience that I wasn’t allowed
to use.” (P2)
“In preparing for IEP meetings, I made forms easy for the
teachers to complete on their students.” (P3)
provided services. All (100%) participants reported experienc
es with general education teachers wanting SWD removed from
their classes.
“I felt like there had to be an incentive given to general edu
cation teachers for them to accept students with special needs in
their classrooms.” (P2)
“If I was not causing trouble and standing off to the side, it
was ok.” (P1)
their general education counterparts had reprimanded them in
overstepped when working with or advocating for SWD.
“Some of the general education teachers did anything in their
power to remove these students from their class, they did not
want to deal with them.” (P3)
“When trying to work with resisting teachers, to ensure SWD
received their accommodations is when I experienced resent
“I believe as a special education teacher, 90% of my job was
to advocate, but then I felt this should have been accepted.” (P5)
“The teacher reprimanded me in front of the kids. I was just
doing my job helping the students. They would say I was talking
too loudly.” (P3)
Isolation and exclusion
All (100%) of the interviewees described experiences with
isolation and exclusion. The isolation and exclusion described
included experiences with other educators as well as a sense of
inequality and lack of administrative support.
“The principal walked into my (Special education) classroom
one time all year while spending a lot more time in the general
education classrooms.” (P2)
006
Global Journal of Intellectual & Developmental Disabilities
How to cite this article: Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld and Mabel O Rivera. Special Education
Teacher Attrition. Glob J Intellect Dev Disabil. 2023; 11(3): 555811. DOI: 10.19080/GJIDD.2023.11.555811
teacher and she reprimanded me in front of the kids.” (P3)
“If you are like me, you want to give something that is appro
priate without looking like a total idiot.” (P1)
“ She doesn’t know what she is doing. I have to teach her be
we went for lunch.” (P5)
All participants reported feelings of injustice and isolation
when compared to the general education teachers.
“The special education classrooms are way out, and away
from all the other general education classrooms.” (P1)
“In the beginning, it was hard. I took everything personally. I
experienced a clear division between special education and gen
eral education classrooms.” (P2)
“I caught the principal lying. I felt ever since then I had a target
on my back,” (P5)
All (100%) participants sensed inequality between their gen
eral education professional colleagues, and themselves and ex
pressed feelings of favoritism from administrators.
“I would hear my colleagues talking about going to profession
al conferences or to professional workshops and SETs were hardly
included.” (P5)
“ I feel schools are political. Certain groups become friends. If
you don’t have characteristics of that group...” (P1)
Additionally, all (100%) of the SET participants reported feel
“I have been teaching for 12 years and I feel burned out and
more.” (P1)
“ I am burned out and feel tired. I like the kids, but I am not
crazy sometimes over who I work with or with the lack of admin
istrator support.” (P3)
The SETs described feelings of rejection, exclusion, and iso
lation.
“Even though I was pushing into general classrooms a lot, I
would not get all of the classroom work to help my students.” (P2)
“We have two tech guys in this school. I feel they do not re
spect special education. If we need something they will make us
wait and I felt like we were a separate entity from everyone else.”
(P3)
“Even though my class was in the lunchroom with the general
education students, all of the students sat together by their grade
level except for my students. We were the last to enter and the last
table to be seated experiencing isolation and being by ourselves.”
“I feel like the black sheep of the group. If my kids were not
causing a disturbance, it was ok, we were off to the side.” (P5)
“I feel a sense of unworthiness and being devalued. If I was
valued as a teacher, why was my name not added to the student’s
schedule nor my name listed on the door next to the general edu
The participants experienced a sense of fear, uncertainty, and
guilt as they were encouraged to be dishonest about service de
livery.
“I was asked to be dishonest, even though I knew what was
not happening but was asked to tell the parents and caretakers
that it was.” (P3)
“I felt ignored by the general education teachers every day as
we all sat at the same table for lunch.” (P2)
Margininalization
All (100%) of the SETs interviewed described feeling margin
alized because they felt their value and contributions to the learn
do to affect meaningful change. Special Education teachers often
choose a career in teaching students with special needs as they
desire to help children and believe they can make a difference.
“I became a teacher because I want to help my SWD succeed”
(P1)
“I feel responsible when my students fail, and there is nothing
I can do about it.” (P3)
“When I team teach, I am there to manage behavior or make
copies if the teacher needs Something from us.” (P2)
sure everyone is okay, but I do not provide direct instruction. It’s
“I am not allowed to interject even if the teacher doesn’t know
what they are doing. I have taught that content before. I know how
to teach my students.” (P3)
“Even when there is not a single lesson plan, or a teacher is
“New SETs are quickly confronted with the fact this is a job
that is far bigger than you could have imagined. The problems are
systematic, and we can’t change them ourselves.” (P1)
Discussion
ing a positive difference in the lives of students, several barriers
(compliance paperwork) related expectations were not noted as
How to cite this article: Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld and Mabel O Rivera. Special Education
Teacher Attrition. Glob J Intellect Dev Disabil. 2023; 11(3): 555811. DOI: 10.19080/GJIDD.2023.11.555811
007
Global Journal of Intellectual & Developmental Disabilities
were more focused on the school climate and culture surrounding
The participants experienced frustration with inadequate in
struction for their students and described reluctance from their
general education counterparts to have SWD in their classes. The
SETs are presented to their students with disabilities in general
education settings. Traditional curriculum formats and instruc
tional presentations must be differentiated for SWD to be suc
cessful in the general education setting, and SETs must be treated
as valued resources to address the needs of SWD in varied set
educators can make to meet the needs of SWD more effectively
through active collaboration with SETs. Often, the instructional
School leaders must help everyone in the learning environ
ment to recognize the need to work smarter, together, to better
eryone, and there is a considerable need to recruit and retain the
much more pronounced since the pandemic. Every state is report
research consistently notes that effective school leaders can posi
tively impact the challenges shared by these participants. The es
sential stakeholders must help everyone in their learning commu
nity to understand that together, collaboratively, we know more
and can work smarter to help SWD who desperately need us to re
one person knows everything, and if someone knows more than
you do, it does not make you less than others. General education
teachers may have content expertise but SETs have instructional
design insight that can complement the general educator’s lesson
goals. General education teachers and SETs must feel as if their
efforts are valued and know they are making a positive difference
for students across subject areas, grade levels, socioeconomic sta
School leaders who promote and implement collaborative
practices in their schools can help prevent feelings of isolation
a meaningful support system and collaborative atmosphere in
the school can help all educators challenged to meet the evolving
tors must lead by example and simultaneously recognize the con
tributions and positive efforts of faculty in the special education
department. Teams of general and SETs who serve effectively and
solve problems together should be acknowledged and recognized
by school leaders. Innovative teaching practices that help SWD
experience success should be highlighted and shared to promote
a better understanding of SETs unique knowledge and skill sets
port needs should be supported and reinforced often to prevent
feelings of isolation and exclusion. Professional development
needs should be assessed, and subsequent needs addressed to re
duce the likelihood of teacher burnout and help SETs learn strate
SETs must be recognized as professionals with unique knowledge,
and they must be valued in the school setting. School leaders are
the key to changing the feelings of marginalization described by
the participants in this study. Often, general education teachers
tend to collaborate and socialize more with teachers on their
instructional teams or department. Special education teachers
help make this happen by purposefully scheduling common plan
ning time and holding teams accountable for producing collabora
tive plans to serve students which require input from SETs. Help
ing general education teachers understand the rigorous training
The SET should never be treated as a subordinate to general
education teachers, but the SET must have time to work with the
general education teacher to plan instruction prior to walking into
instructional assistant role because the general education teach
er cannot take the time to explain the lesson when it is time to
deliver the lesson. However, school leaders must build time into
the SET schedule so they can manage the instructional planning of
more mentors to help them learn to effectively manage their mul
who provide both emotional support (reasonable expectations,
trust, and a supportive environment) and environmental support
(classroom management support, providing needed supplies, rea
Conclusion
Every year teachers are asked to do more with fewer
resources, yet teachers are generally willing to do what they need
to do for students. Though it is frustrating, many SET teachers
work collaboratively with their general education and rise to
the occasion to meet the needs of their students and schools.
If all education stakeholders could teach, provide examples,
and reinforce the need to integrate collegial and supportive
communication practices into everyday practice, teachers might
generation of new teachers enters the profession with enthusiasm,
and content knowledge to meet diverse student needs. Teacher
education programs reinforce the need to develop positive
relationships with students/families, but they do not emphasize
008
Global Journal of Intellectual & Developmental Disabilities
How to cite this article: Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld and Mabel O Rivera. Special Education
Teacher Attrition. Glob J Intellect Dev Disabil. 2023; 11(3): 555811. DOI: 10.19080/GJIDD.2023.11.555811
the need to develop and use positive and constructive people skills
is directly linked to positive feelings about one’s own practice.
Considering different perspectives, treating others as you would
could make a huge difference in school culture and overall job
desire to make a difference in the lives of students. Inadequate pay,
limited resources and long hours have, are an understood, albeit
problematic, reality of the profession. Perhaps the better way to
address SET attrition and strengthen the profession is to better
support SETs with recognition and ensure they feel respected
programs, professional organizations, state, community, central
effectively and publicly celebrate and support teachers by making
them feel valued and reminding them of what motivated them to
become teachers. A purposeful effort must be made to meet the
All stakeholders in SET preparation and support must make a
commitment to celebrate teaching and collaborate with others to
ensure teachers are prepared to meet their own needs as well as
the diverse needs of their SWD in 21st
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DOI: 10.19080/GJIDD.2023.11.555811
