Date
5-16-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Barbara White
Keywords
special education, stress, burnout, attrition
Disciplines
Special Education and Teaching
Recommended Citation
Lord, Cara Jo, "Qualitative Transcendental Phenomenological Study of High Attrition Rates of Special Education Teachers Working with Students Who Have Severe Disabilities or Emotional Behavioral Disorders" (2024). Doctoral Dissertations and Projects. 5584.
https://digitalcommons.liberty.edu/doctoral/5584
Abstract
The purpose of this qualitative transcendental phenomenological study was to understand why special education teachers who worked with students with severe disabilities or emotional and behavioral disorders (EBD) experienced elevated stress levels and burnout, resulting in high attrition and migration rates. The central research question guiding this study was: What were the leading causes of attrition and migration among teachers who taught students with severe disabilities or EBD in separate settings outside the general education population? This study, guided by Maslow's motivation theory, explored attrition factors among 10 special education teachers in the United States who had taught students with severe disabilities or EBD. Using individual interviews, reflective journals, and focus groups recorded on Microsoft Teams, data were transcribed and analyzed. Interpretative phenomenological analysis (IPA) was applied to individual interviews, thematic analysis to journal responses, and a four-step coding process to focus group interviews. Results highlighted inadequate support, administrative challenges, and financial issues as key contributors to attrition. Teacher stress and burnout stemmed from heavy workloads, paperwork, low pay, and pressure to meet academic standards. The study suggested addressing these issues through improved support, tailored professional development, competitive compensation, and a supportive work environment to enhance teacher retention.
