Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Staying Power: Examining Factors That Influence Educators’ Decisions To Remain In Special Education, Jill Douds
Staying Power: Examining Factors That Influence Educators’ Decisions To Remain In Special Education, Jill Douds
Doctor of Education Dissertations
This mixed methods study was designed to examine the factors that experienced special education teachers report as being influential in their decision to remain in the field of special education. The study collected data using surveys and interviews with experienced special education teachers to gather their perspectives and identify common themes that supported their desire and motivation to remain in the field. Results indicated that relationships with, and advocacy for, students and colleagues were the strongest factors in their motivation to stay in special education.
Why Do They Stay? A Qualitative Study On The Motivation Of South Carolina Elementary Self-Contained Special Education Teachers Who Persist In The Classroom, Judith Mills
Doctor of Education Dissertations
The purpose of this qualitative phenomenological study was to explore the motivational factors that have influenced South Carolina (SC) elementary self-contained special education teachers to remain in the profession beyond the 5-year mark, while despite having the same experiences, many others quickly leave the profession behind. Based on the theoretical framework of Ryan and Deci’s (2018) motivational theory of self-determination, this study sought to explore the lived experiences of 10 special education teachers. Data were collected through interviews, member-checked, coded, and analyzed for common themes. The results indicated that student growth and success; relationships with students, parents, and colleagues; collaboration …