Promoting Special Education Teacher Retention by Reducing Workload

The purpose of this study was to examine whether a workload versus caseload model for allocation of special education staff would increase job satisfaction and special educator retention. It has become increasingly difficult to staff and retain special education teachers in the public school system for a multitude of factors including, workload, challenging student behavior, lack of support from colleagues and administrators, and lack of teacher preparation. The Dissertation in Practice (DIP) investigated how providing staffing to support more equitable and manageable workloads could increase teacher job satisfaction and willingness to continue in the profession. Teacher surveys indicate that in addition to other work-related factors teachers reported an increased level of job satisfaction and the likelihood to continue in the field of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]