Abstract
Special education classrooms experience higher attrition rates than general education classrooms (Gehrke & McCoy, 2007). This mixed methods research study investigates the perceptions and perspectives of special education teachers in elementary settings on the workplace factors and the potential influence these factors have on a teacher’s decision to stay in the field of special education. All participants in this study are special education teachers working among schools in one northern California school district that primarily serves families from diverse, socio-economically disadvantaged backgrounds. Thirty-two special education teachers volunteered to complete a Likert-like survey on special education workplace responsibilities, training and support, and teacher confidence levels. Of the thirty-two participants, two were selected for a phenomenological-style interview series. The data from this study suggests that strong collegial and administrative support, available of relevant and effective Professional Development, and teacher satisfaction and empathy are the driving forces behind special education teacher retention within this district. Future implications include the need for a strong network of support and collaboration opportunities, and to increase teacher confidence and self-efficacy through Professional Development that is relevant, on-going and led by knowledgeable administrators, colleagues and fellow teachers.