The relationship between teacher characteristics and attrition has been investigated fairly extensively over the past 20 years. Research shows that throughout the years, age has been a consistent factor relevant to attrition. Younger, inexperienced teachers are more likely to leave and more likely to express an intent to leave the profession. The reasons younger teachers leave has also been studied at length in the literature. Research shows that the challenges new teacher face discourage some from continuing in the profession, also younger teachers may have fewer debts and less invested in remaining in a specific position. Experienced teacher may face loss of tenure, retraining costs, and loss of a substantial salary if they leave their current job. Family responsibilities such as staying home with children may also play a role in a younger teacher's decision to leave.

A number of studies have looked at the link between gender and attrition. The results of these studies have not been consistent. Some studies have shown no relationship between gender and attrition, another found that male teachers were more likely to indicate an intention to leave, and another that female special educators left the profession at a higher rate than males. Billingsley predicts that these inconsistencies most likely resulted from the differences in methods and samples used.

Billingsley's analysis found that a number of studies showed no relationship between race and attrition. Two studies found that Whites left urban school positions at a higher rate than Black or Hispanic faculty members.

Studies investigating the link between personal finances and attrition have had inconsistent results. A 1996 study found that primary breadwinners were more likely to stay in a position than those who were not. Yet a 1992 study showed no relationship between breadwinner status and intent to stay or leave. Additionally, a number of studies revealed that special education teachers frequently had personal reasons not related to their job that contributed to their decision to leave. These include health, pregnancy, family relocation, and retirement.

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.