Perceptions of Special Education Teachers of Students with Emotional and Behavioral Disabilities Regarding Key Factors Influencing Their Decisions to Persist in or Leave Their Positions

Abstract

The purpose of this study was to examine how special education teachers of students with emotional and behavioral disabilities perceive key factors that influence their decisions to persist in or leave their position, school, or profession. The study employed a basic qualitative methodology. Demographic and background data were collected through questionnaires, and individual in-depth interviews were conducted to gather personal experiences and perspectives. This research explored factors related to administrator support, working conditions, and governing policies that shaped teachers' career decisions. Since the early 2000s, the Commonwealth of Virginia has consistently identified special education as a critical area of teacher shortage, with it ranking as the top shortage area since 2006. Five themes emerged from the data: (a) administrator support, (b) positive colleague relationships, (c) meaningful impact on students' lives, (d) workload, and (e) compensation and benefits. These themes revealed that while financial considerations played a role, relational and environmental factors, particularly administrative and peer support, were central to teachers' persistence. Findings suggest that retention strategies must address multiple, interconnected factors, including leadership responsiveness, collaborative work environments, recognition of teacher impact, manageable workloads, and competitive compensation. Recommendations for future research include expanding to larger and more diverse samples, incorporating administrator perspectives, and exploring retention factors by instructional setting and grade level.