Date
5-22-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Lucinda Spaulding
Keywords
special education teacher retention, special education teacher resilience, PPCT bioecological systems theory, special education teacher burnout, special education teacher coping skills, special education teacher attrition, internal factors, external factors, special education teacher stress, special education teacher shortages, administrator support, collegial support, special education teacher mental health, special education teacher professional purpose, belief system, personal artifact
Disciplines
Educational Leadership | Special Education and Teaching
Recommended Citation
Wisinski, Kimberly M., "Weathering the Storm: A Phenomenological Study of K-12 Special Educator Resilience and Retention" (2024). Doctoral Dissertations and Projects. 5649.
https://digitalcommons.liberty.edu/doctoral/5649
Abstract
The purpose of this hermeneutic phenomenological study was to interpret the lived experiences of K-12 special education teachers (N = 16) from large, suburban districts in Illinois who have persisted in their positions beyond four years. Understanding factors that contribute to the longevity of special education teachers is not only vital for enhancing the educational landscape for students with disabilities but also for informing district-level strategies aimed at fostering teacher retention. This study was guided by Bronfenbrenner's Process-Person-Context-Time (PPCT) bioecological systems theory, which provided a framework for exploring the various systems that influence special education teacher retention. To achieve triangulation and enhance credibility in this study, a purposeful sequence of surveys/questionnaires, individual interviews, artifact sharing, and a writing prompt were used. Themes related to external supports with subthemes related to family support, collegial support, administrator support, and mental health support, as well as internal supports with subthemes related to a sense of purpose, coping skills, and resilience were discovered. These interconnected themes highlight the comprehensive nature of special education teachers' lived experiences. The study provides valuable insights for policy and practice in special education, which can help reduce the negative impact of teacher attrition and improve outcomes for students with disabilities.
