Special Education Teacher Retention and Attrition in Rural Schools: What Special Educators Report as Impacting Persistence
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Authors
Brown, Sabrina
Date
2024-05
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
AN ABSTRACT OF THE DISSERTATION OF
Sabrina L. Brown for the degree of Doctor of Education in Learning, Leadership, and Community presented on February 22, 2024
Title: Special Education Teacher Retention and Attrition in Rural Schools: What Special Educators Report as Impacting Persistence
Abstract approved:
Scott J. Mantie, Dissertation Committee Chair
This qualitative phenomenological study explored the factors Vermont rural special educators reported as impacting their persistence and what institutional barriers and supports they identified as needing. The complexities and challenges experienced by all teachers, special educators, rural teachers, and rural special educators informed the conceptual framework that guided this study. A purposeful sampling of Vermont’s rural special educators included an open-ended confidential survey and one-to-one semi-structured interviews conducted between October 2023 and December 2023. Through coding, sorting, and constant comparative analysis, the interview transcriptions and survey data were analyzed to identify themes. The study uncovered insights on what rural special educators identified as enjoyable in their role, the barriers/challenges they faced, and the institutional factors they need from their supervisory unions to persist. Participants identified that work environment, noninstructional tasks, job design, and resources affected their well-being as rural special educators. Strategies for increasing special educator retention in rural communities are discussed.