The Other Fifty Percent: Expressions From Special Education Teachers About Why They Persist in the Profession

Authors

LaRon A. Scott, University of VirginiaFollow
Christine Powell, Virginia Commonwealth UniversityFollow
Lauren Bruno, Washington State UniversityFollow
Christopher J. Cormier, Loyola Marymount UniversityFollow
Kendra Hall, Old Dominion University
Joshua P. Taylor, Virginia Commonwealth UniversityFollow
Katherine Brendli, Cornell UniversityFollow

ORCID

https://orcid.org/0000-0002-2264-6334

https://orcid.org/0000-0002-2187-8475

DOI

https://doi.org/10.14305/jn.19440413.2023.16.1.02

Abstract

We examined reasons special educators are motivated to persist in the profession despite challenges that often lead to attrition for this group. Participants were 21 special education teachers with six or more years of teaching experience across multiple grade levels. Data were collected via the Zoom virtual meeting platform with four focus groups. Semi-structured interview techniques were used, and data were analyzed using deductive coding procedures. Participants shared external, employment, and personal factors associated with Billingsley’s (1993) career decision framework that influenced their persistence, such as supports from school administrators with expertise in special education law, passion for students and their achievement, and stressors related to the workforce that motivated them to persist in the profession. Implications for educational practice and future research are discussed.

Recommended Citation

Scott, L. A., Powell, C., Bruno, L., Cormier, C. J., Kendra Hall, Old Dominion University., Taylor, J. P., & Brendli, K. (2023). The other fifty percent: Expressions from special education teachers about why they persist in the profession. Excelsior: Leadership in Teaching and Learning, 16(1), 17-39. https://doi.org/10.14305/jn.19440413.2023.16.1.02 CCBY.