Why Do They Stay? Factors Associated With Special Education Teachers’ Persistence

Special education teacher (SET) persistence and attrition have been investigated for several decades. However, there are several predictors for SETs’ intent to stay or leave that are yet to be investigated. Using Bandura’s social cognitive theory, we developed the Special Education Teacher Persistence in Teaching Survey (SETPTS) and examined multiple factors for SETs’ persistence in their careers despite a range of challenges they face. Ninety-six SETs at various stages in their careers completed the survey to understand the complex dynamics of persistence. Pearson product-moment correlation coefficient and hierarchical logistic regression analysis revealed factors correlated with teacher persistence, and barriers that may cause attrition. In the findings, we address ways to improve SET retention, as well as possible future directions for research, education policy, and practice for teacher preparation and retention.

Patterns of Teacher Attrition by Preparation Pathway and Initial School Type

This study examines the retention rates of new teachers in Texas given their initial certification type and initial school setting. The 5-year persistence rates of 175,664 teachers from 2000 to 2015 are analyzed using logistic regression to calculate the probability of new teacher persistence at the school, district, and state level. Main findings suggest that teachers’ certification type and initial school setting are statistically significant predictors of new teacher persistence, and traditionally licensed teachers initially placed in traditional public school are more likely to persist when compared with other preparation types or initial placements into charter schools.

Breaking Down Barriers and Building Bridges: Transformative Practices in Community- and School-Based Urban Teacher Preparation

Attracting and retaining high-quality teachers is especially challenging in urban districts. It is in these communities where teacher candidates must begin their preparation. This article provides a conceptual framework and programmatic examples used to develop a community-based urban teacher preparation model within a third hybrid space where community scholars, school practitioners, and university faculty come together to create a “pipeline” of community-minded teachers committed to teaching in their communities. Bridging the gap between content-based preparation at universities and culturally situated pedagogical training within the very urban classrooms where teachers are likely to be hired results in teachers with higher levels of self-efficacy, agency, and confidence. In turn, this positively affects teacher persistence, resilience, and higher rates of retention over time.