Billingsley's analysis found that paperwork has consistently been identified as a factor in teacher attrition in numerous studies conducted since 1993. Specifically, the author notes that the SPeNSE factsheet, Paperwork in Special Education (2000), indicates that issues related to paperwork contribute significantly to special educators' intent to leave the field. The factsheet also reported that the typical special education teacher spent 5 hours a week completing forms and administrative paperwork - approximately the same time that was spent preparing lessons.

Over half of the special educators surveyed reported that routine tasks and paperwork interfered with their teaching to a "great extent." In comparison, the SPeNSE report found that general educators were far less likely to state that routine tasks and paperwork interfered with their teaching. Similar finding were reported by Billingsley et al. (1995), the authors found that compared to special educators, general educators were less likely to consider paperwork to be a problem. In this study 35% of special educators stated that paperwork was one of their most pressing problems compared to 12% of general educators. Additionally, 60% of special educators who intended to leave teaching cited paperwork as a major factor in their decision.

Source:

Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38(1), 39-55.