Theses and Dissertations

ORCID

http://orcid.org/0009-0001-1355-7217

Advisor

Leffler, Jeffrey

Committee Member

Zhbanova, Ksenia

Committee Member

Hanna, Tania

Committee Member

Nicks, Myrick

Date of Degree

8-13-2024

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (Educational Policy & Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

College of Education

Abstract

Special education faces persistent challenges with teacher attrition and retention in the ever-changing landscape of education post COVID-19. Using empirical research and scholarly insights, this systematic review investigates the factors that influence whether special educators choose to continue or leave their jobs following the pandemic. Central to this investigation are the aspects that influence educators' career decisions pre pandemic, such as job satisfaction, working conditions, support systems and opportunities for professional growth. Through this exploration, we gain insights into the reasons why special education teachers choose to stay or leave their roles. The study emphasizes the pressing need to address the issue of losing education teachers and finding replacements. Teacher turnover not only affects student success by reducing teacher effectiveness, but it also disrupts collaborations and negatively impacts those who remain. Drawing on Bronfenbrenner's ecological systems theory framework adds depth to our understanding of these dynamics by providing information that can help improve teacher training programs and assist policymakers in addressing the pressing challenges of special education teacher attrition and retention. This study contributes to a deeper understanding of the factors post COVID-19 that are crucial for making empirical-based changes to support and retain education teachers. Although this study sheds light on the factors influencing teacher turnover and retention it acknowledges its limitations in establishing causal relationships among these factors. Nevertheless, the study's findings lay a groundwork for research and interventions based on evidence to strengthen the special education workforce in the aftermath of the pandemic.

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