Listening to Those Who Stay: Support Systems Influencing Special Education Teacher Retention

Author

• Carol Jean DawsonFollow

Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Division of Education and Counseling

First Advisor

Bethel E. Cager, Ph.D., Chair

Second Advisor

Emmanuel Jean-Francois, Ph.D.

Third Advisor

Alicia C. Henderson, Ed.D.

Keywords

Special Education Teachers, Teacher Support Systems, Professional Development, Mentorship, Teacher Resilience, Teacher Burnout, Teacher Retention

Abstract

Retention among special education teachers is a constant challenge across the country. Educators in these positions often have heavy workloads, emotionally demanding responsibilities, and complex caseloads leading to burnout and high turnover rates. Despite these challenges, most of them persevere in the field for extended periods, which indicate that robust and effective support systems are essential to aiding their commitment. In examining this phenomenon, this qualitative study focused on the lived experiences of six special education teachers who worked in the same school setting for a minimum of five years with the aim of identifying support structures that affect motivation, resilience, and general job satisfaction. Two main research questions formed the foundation for the study: What support systems relate to the retention of special education teachers, and how do these educators perceive the role of such supports on their job satisfaction and career longevity? The study’s conceptual framework was based on the Two-Factor Theory of Motivation developed by Herzberg and the Social Support Theory developed by House, focusing on emotional, informational, instrumental support, and appraisal supports. In identifying and understanding patterns of repetition in participants’ experiences in the study, collected data were analyzed using the Reflexive Thematic Analysis. The study findings emphasized the importance of strong teacher support and motivation at school, thus enabling a better understanding of the right conditions for sustainable careers in special education.

Recommended Citation

Dawson, Carol Jean, "Listening to Those Who Stay: Support Systems Influencing Special Education Teacher Retention" (2026). Electronic Theses and Dissertations. 187.
https://digitalcommons.xula.edu/etd/187