Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Mitchell Yell

Abstract

The shortage of special education teachers and providers is a significant concern across the United States. This research study further examines the factors which effect special educators and how this can differ based on the service delivery model and category of disabilities taught by teachers. To date, no previous studies have examined special education teacher and provider retention by service delivery model and this study addresses that gap. By examining retention across service delivery models, these findings can inform implications for both practice and further research. This study helps expand the literature and move the field from identifying what matters most for retention to what we can do about it. Administrative and collegial support along with collaboration are universally important for special educators. Ultimately, strengthening these systems of support is a retention strategy but also demonstrates a commitment to ensuring that special education teachers and staff have the support, time and conditions they need to serve students effectively and continue the meaningful work that drew them to the profession. This study highlights the voices and experiences of special education teachers by examining how they perceive collegial and administrative support, collaboration and working conditions as factors with effects on their intent to remain in the profession.

Rights

© 2026, Mary Margaret Stahl

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