A number of studies have identified reasons for high attrition among early career special educators. These include:

• low job satisfaction
• limited resources
• scheduling problems
• behavior management of students
• excessive paperwork
• unmanageable caseload
• perception of inadequate job preparation
• perceived lack of support from principal
• perceived lack of autonomy
• perceived role conflict
• limited interaction with colleagues
• poor school climate
• perceived stress
• lack of commitment.

Results indicate that stress from demands of the job, inadequate planning time, wide diversity of student needs, excessive paperwork, and demands associated with IDEA compliance are major reasons that special education teachers acknowledge for leaving the workplace. In addition, specific factors such as threats of litigation and spousal job relocation were noted as critical concerns regarding retention in the field.

Teachers are motivated or discouraged by the quality of their work environment. Salary, school climate, administrative support, and issues related to the role special education teachers play in schools have an impact on their decisions to stay or leave. When special educators believe they are adequately compensated for their efforts, in terms of both the intrinsic and the extrinsic rewards they receive, they are more likely to remain in the classroom.

In future briefings we will explore selected attrition factors in more detail. Next month's focus will be teacher characteristics.