Semester of Graduation
Summer 2026
Degree Type
Dissertation
Degree Name
Doctor of Education in Teacher Leadership
Department
Educational Leadership - Bagwell College of Education
Committee Chair/First Advisor
Dr. Jen Wells
Second Advisor
Dr. Zachary Johnson
Third Advisor
Dr. Angela Mack
Abstract
Persistent shortages of special education teachers in the United States have intensified the need to understand not only why some educators leave, but why others choose to stay. The purpose of this qualitative case study was to understand the experiences of veteran special education teachers working in low-incidence, self-contained classrooms who choose to remain in the profession. With a particular focus on the factors that contribute to their retention beyond the first three years, the study involved a sample of ten low-incidence, self-contained teachers from a variety of states across the country. Using semi-structured interviews, the study explored how these teachers with more than three years of experience described their instructional and professional experiences, the challenges and supports within their work contexts, and their decisions to remain in the profession despite its demands. Findings highlight the rewards, beliefs, and support systems that influence persistence, as well as the challenges teachers navigate to remain in their roles. By shifting the focus from attrition to retention, this study contributes to the literature on special education teacher sustainability and offers practical insights for policymakers, administrators, and teacher preparation programs seeking to improve retention in low-incidence, self-contained settings.
Keywords: low-incidence, self-contained, teacher retention