A National Study of Factors Influencing Special Education Teachers of Color Intentions to Stay or Leave the Profession

• In Event: Teaching During the COVID-19 Pandemic

Abstract

A persistent shortage of credentialed special education teachers (SETs) in the United States continues to exist (Peyton et al., 2020). Exacerbating the teacher shortage is the lack of effort in supporting the recruitment and retention of SETs of color (Billingsley et al., 2019) as well as the current COVID-19 pandemic (Author, 20XXc). Researchers have identified the recruitment of SETs of color as a high-priority goal for P-12 education systems (Scott et al., 2021), but understanding the impact that COVID-19 will have on any efforts to diversify SETs is still unknown.
A diverse teaching staff benefits students of all backgrounds but can uniquely impact students of color. However, despite recruitment efforts, the turnover of teachers of color has continued to be a pressing concern (Ingersoll & May, 2009). Most recently researchers found evidence that SETs of color are underrepresented in the profession (Billingsley et al, 2019), and that researchers who investigate the attrition and retention patterns of SETs did not disaggregate findings by race/ethnicity (Author, 20XXd; Billingsley & Bettini, 2019). Thus, it is essential that researchers investigate concerns regarding the attrition and retention of SETs of color.
The purpose of this research study is to examine factors associated with SETs (N = 797) attrition and retention, with a special focus on investigating how SETs of color report factors that contribute to their intent to stay or leave the profession in comparison to their White colleagues. Special attention is given to how SETs of color rate factors associated with attrition and retention during the COVID-19 pandemic. Our main research question was: How do SETs of color ratings of attrition and retention factors differ from white SETs? We used a national survey to examine factors that influence SETs of color intent to stay or leave the teaching profession. The dataset includes a large sample of SETs of color (n = 535), which is a bright spot of this study considering SETs of color are underrepresented in the current literature (Billingsley & Bettini, 2019; Scott et. al., in press). Data were analyzed to determine the relationship between individual latent variable factors (e.g., educational preparation, stress and job satisfaction, mentor support, administrator support, collegial support, time, resources) and SETs race and their intent to stay or leave. Structural equation modeling techniques, including pairwise correlation and logistic regression, was used to analyze SETs ratings of the variables and their intent to stay or leave, with a particular focus on differences between SETs of color and white SETs. Our preliminary findings indicate significant differences in how SETs of color rate educational preparation, stress and job satisfaction, and working conditions (e.g., administrator support, resources) compared to White SETs. Additionally, while all SETs express concerns about the returning to school during the COVID-19 pandemic, SETs of color intended to return to school at lower rates than their White colleagues. We address future direction for research, educational policy, and practice for SETs of color attrition and retention.

Authors

• LaRon A. Scott, Virginia Commonwealth University

• Nicholas Steven Bell, University of Delaware

• Christine S. Powell, Virginia Commonwealth University

• Meagan Dayton, Virginia Commonwealth University