A Critical Realism Epistemological Informed Case Study: Special Education Teacher Retention in Urban and Suburban School Districts in Minnesota

Author

Jill Bachmann DrFollow

Degree Date

8-21-2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. John Braun

Second Advisor

Dr. Susan O'Connor

Third Advisor

Dr. Stephen O'Connor

Abstract

Special education teachers play a pivotal role in school districts across the country. Special education students benefit from teachers who are knowledgeable in their practice, dedicated, and able to meet their needs, regardless of their abilities. High turnover rates among special education teachers have significant implications for the quality of education provided to students in special education and the overall functioning of schools. Despite decades of research in the area, retention of special education teachers continues to plague districts.

Utilizing a critical realism epistemological approach, this qualitative research study provides an overview of the challenges associated with special education teacher retention. Drawing on existing research and literature, the paper explored various strategies and interventions to address these challenges in three areas: post-secondary education, student teaching, and administrative and mentoring support. The research was drawn from interviews conducted with eight former special education teachers. Participants spoke of their experiences as special education teachers, their level of preparedness when they entered the field, and their reasons for leaving the profession. Lastly, recommendations for future research, practices, and policies were offered to increase retention rates.

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