Author ORCID Identifier
Date Available
5-2-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Faculty
Kera Ackerman
Faculty
Channon Horn
Abstract
There is a continually growing shortage of special education teachers (SET). The shortage is so dire that the U.S. Bureau of Labor Statistics (2024) anticipates that as many as 35,900 new SET will be needed each year for the next decade. One of the leading factors contributing to the shortage of special educators is attrition, or any loss of teachers from their positions (Darling-Hammond, 2003; Ingersoll, 2001). Teacher persistence, therefore, is a critical concern in addressing the teacher shortage. The purpose of this mixed-methods research study is to examine the association between previously identified factors of attrition and SET decisions to remain in the profession. The study also seeks to contribute to the research by understanding how SET perceive the impact of the post-pandemic landscape on their teaching experience and decisions regarding persistence.
Data from a self-report perception questionnaire were analyzed using Pearson’s correlation coefficient to determine any significant findings. Once the data were analyzed, semi-structured interviews were conducted to collect additional data regarding SET perceptions relating to their decisions to remain in the profession.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.184
Recommended Citation
Nutt, Janet, "SPECIAL EDUCATOR PERSISTENCE: UNVEILING TEACHER PERCEPTIONS" (2025). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 171.
https://uknowledge.uky.edu/edsrc_etds/171
