| Title: |
Administrator Influence on the Retention of Special Education Teachers: A Review Synthesis |
| Language: |
English |
| Authors: |
Carol A. Mullen; Ellen R. Glaser |
| Source: |
Education Leadership Review. 2025 26(1):41-57. |
| Availability: |
International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Administrators; Special Education Teachers; Teacher Persistence; Literature Reviews; Teaching Conditions; Educational Policy; Intention; Administrator Role; Teacher Administrator Relationship; Emotional Disturbances; Behavior Disorders; Teacher Burnout; Teacher Salaries; Faculty Mobility |
| ISSN: |
1532-0723 |
| Abstract: |
This review examined literature on special education (SPED) specific to the persistence and career intentions of teachers serving students with emotional and behavioral disabilities (EBDs). The research question guiding this analysis was, What factors influence SPED teachers' intentions to continue teaching or leave their job? Peer-reviewed research from 2000 to 2025 was analyzed, resulting in 79 fully reviewed sources. House's (1981) social support theory of managerial support was adapted for the review. We highlight administrator support, working conditions, and education policies as three contextual factors of social support that influence SPED teacher retention. Importantly, the interplay of these factors affects teacher persistence and career intentions. Administrator support was identified as a significant contributor to retaining SPED educators, as well as other factors such as teacher team efficacy. Understanding what affects SPED teacher retention, particularly those educating EBD populations, is critical to the field and its sustainability. Principals' implementation of recommended strategies may reduce teacher attrition and, in turn, improve student outcomes. To create a more stable and effective workforce in SPED that addresses root causes of attrition, comprehensive approaches to policymaking are necessary. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Access URL: |
https://www.icpel.org/ed-leadership-review.html |
| Accession Number: |
EJ1499696 |
| Database: |
ERIC |