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T-Pess And Special Education Teacher Attrition And Retention: A Qualitative Phenomenological Study Of Teacher Perceptions Of Administrator Effectiveness, Janna R. Crow
Doctoral Dissertations
The purpose of this qualitative phenomenology study was to explore special education teacher retention in a large school district in Texas and the perception of campus principal’s support as defined through the domains from the Texas Principal Evaluation and Support System (T-PESS). Participants in the study came from 550 special education teachers in Desert ISD, a school district in North Texas. I completed semi-structured interviews with a minimum of three special education teachers from elementary, middle school, and high school levels.