Supporting Diversity: Job Satisfaction and Intent to Stay of Special Education Teachers of Color

• In Event: Roots, Thorns and Shoots: Cultivating Teacher Perspectives to Reimagine Teaching for Collective Liberation

Abstract

Although there has been research on job satisfaction and retention among Special Education Teachers (SETs) and Teachers of Color (TOC), there is very little research to my knowledge on job satisfaction and intent to stay among Special Education Teachers of Color (SETOCs). This study addresses that gap by exploring the factors that contribute to job satisfaction and intention to stay among SETOCs working in Title I schools across Washington state. The study takes an asset-based qualitative approach by focusing on the factors that encourage SETOCs to remain in their roles, by centering the voices of those who choose to stay.
Grounded in the Teacher Embeddedness framework (Larkin et al., 2021), which expands on the original Job Embeddedness theory (Mitchell et al., 2001), the study examines the organizational factors of fit, links, and assets. Fit refers to cultural and professional alignment within a school; links focus on the social and professional connections within the organization; and assets include both tangible and intangible benefits. This framework is especially relevant for qualitative research, offering a culturally responsive lens to understand SETOCs’ experiences.
Data were collected through one-on-one, semi-structured interviews with four licensed SETOCs currently teaching in urban, Title I schools. All participants identified as women of color with varying years of experience and worked in different special education programs. Using snowball sampling, participants were selected based on three criteria: licensure in special education, current employment in the field, and self-identification as a person of color. Interviews were conducted and recorded over Zoom and lasted approximately 60–70 minutes.

The findings show that many SETOCs are drawn to the profession through racially informed motivations, such as a desire to advocate for students who share similar backgrounds; their job satisfaction is strongly tied to the relationships they have, particularly having a supportive administrator, friendly staff, and meaningful connections with students and; SETOCs also value having a community, especially one that shares their cultural or ethnic identity, as it enhances their sense of belonging, further supporting their satisfaction and retention. While assets like salary and material supports were appreciated, they were not central to the teachers’ satisfaction or decision to stay. Fit and links mattered the most.
This study contributes to the growing body of literature on job satisfaction and teacher retention by centering the experiences of SETOCs. By highlighting the relational and cultural factors that influence their satisfaction and intention to stay, the findings offer practical insights for school leaders and policymakers who are seeking to create more inclusive and supportive work environments to promote retention. School administrators can intentionally foster supportive, trusting relationships with SETOCs and promote an inclusive work culture. Schools can also build systems that allow SETOCs to connect with colleagues who share similar cultural or ethnic backgrounds. Also, districts and school leaders can design professional development centered on racial equity and self-care that empowers SETOCs to thrive and remain in the profession.

Author

• Shivani Oberoi, University of Washington