Staying Power: How Principals Impact Special Educator Career Intentions

• In Event: Analyzing Large Scale Data Systems: Methodology and Implications for Practice

Abstract

Nationwide, teacher attrition remains an ongoing issue, particularly within the special educator workforce. The most recent national estimates indicate that over 14% of special education teachers turn over annually. Strengthening administrator support and improving working conditions, however, is associated with an increased likelihood of teachers remaining at their schools. Despite the importance of administrator support for teachers’ labor market decisions, the mechanisms through which administrator support is related to special educator retention remain largely underexplored. The present study leverages national data through a structural equation modeling approach to investigate how administrator support, collegial support, teacher autonomy, and teacher influence shape special educators' intent to remain in the field.

Authors

• Danielle Jeannite, University of Florida

• María Virginia Giani, University of Florida

• Christopher Redding, University of Florida

• Walter L. Leite, University of Florida