{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14115"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14115","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Beyond the numbers : a qualitative holistic case study examining special education teacher attrition from voices who left the classroom in Greater Houston.","abstract":"The ongoing exodus of special education teachers (SETs) presents significant challenges that ripple throughout educational systems. High attrition among SETs remains an alarming trend that threatens to destabilize the field of special education (Carver-Thomas & Darling-Hammond, 2019) and jeopardizes the essential educational and behavioral supports that neurodivergent students rely upon for their academic and developmental growth (Billingsley & Bettini, 2019). To address high attrition rates among SETs, it is imperative to analyze how contextual factors influence their decisions to leave the classroom. In this study, I used a qualitative holistic single case study design to explore how social-ecological factors contribute to special education teachers’ (SETs) decision to leave the classroom in the Houston area. Bronfenbrenner’s (1979) Ecological Systems Theory provided the guiding framework, offering a holistic and comprehensive lens for examining the interconnectedness between SETs and how ecological systems influence attrition among SETs. Using criterion and purposeful sampling, four former SETs who met the eligibility criteria participated in the study. Data sources included individual semi-structured interviews and focus groups. I analyzed data through systematic coding aligned within the five a priori framework categories. The findings of this qualitative holistic single case study highlighted the complex interplay of unique factors within and across the five ecological systems of the Ecological Systems Theory that shaped these former SETs decisions to leave the classroom. The first thematic statement highlighted the overlap between the microsystem and mesosystem: Former special education teachers (SETs) in this study highlighted how the presence or absence of support shaped their ability to navigate the demands of their role. The second thematic statement focused on the exosystem: Former special education teachers (SETs) described how varying degrees of institutional support influenced their level of job satisfaction. The third thematic statement illustrated the interconnectedness between the macrosystem and chronosystem: Overall, the lived experiences of four former SETs offer valuable insight into the importance of a holistic understanding of the multiple ecological influences that contribute to SET attrition.","abstract_html":"The ongoing exodus of special education teachers (SETs) presents significant challenges that ripple throughout educational systems. High attrition among SETs remains an alarming trend that threatens to destabilize the field of special education (Carver-Thomas & Darling-Hammond, 2019) and jeopardizes the essential educational and behavioral supports that neurodivergent students rely upon for their academic and developmental growth (Billingsley & Bettini, 2019). To address high attrition rates among SETs, it is imperative to analyze how contextual factors influence their decisions to leave the classroom. In this study, I used a qualitative holistic single case study design to explore how social-ecological factors contribute to special education teachers’ (SETs) decision to leave the classroom in the Houston area. Bronfenbrenner’s (1979) Ecological Systems Theory provided the guiding framework, offering a holistic and comprehensive lens for examining the interconnectedness between SETs and how ecological systems influence attrition among SETs. Using criterion and purposeful sampling, four former SETs who met the eligibility criteria participated in the study. Data sources included individual semi-structured interviews and focus groups. I analyzed data through systematic coding aligned within the five a priori framework categories. The findings of this qualitative holistic single case study highlighted the complex interplay of unique factors within and across the five ecological systems of the Ecological Systems Theory that shaped these former SETs decisions to leave the classroom. The first thematic statement highlighted the overlap between the microsystem and mesosystem: Former special education teachers (SETs) in this study highlighted how the presence or absence of support shaped their ability to navigate the demands of their role. The second thematic statement focused on the exosystem: Former special education teachers (SETs) described how varying degrees of institutional support influenced their level of job satisfaction. The third thematic statement illustrated the interconnectedness between the macrosystem and chronosystem: Overall, the lived experiences of four former SETs offer valuable insight into the importance of a holistic understanding of the multiple ecological influences that contribute to SET attrition.","abstract_has_math":false,"creators":["Jones, Jacquice G., 1984-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Meehan, Jessica Padrón."],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-24T01:08:23Z","subjects":["Special education teachers.","Neurodiverse.","Neurodivergent.","Self-contained classroom.","Ecological systems theory.","Paraprofessionals.","Attrition."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/14115"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The ongoing exodus of special education teachers (SETs) presents significant challenges that ripple throughout educational systems. High attrition among SETs remains an alarming trend that threatens to destabilize the field of special education (Carver-Thomas & Darling-Hammond, 2019) and jeopardizes the essential educational and behavioral supports that neurodivergent students rely upon for their academic and developmental growth (Billingsley & Bettini, 2019). To address high attrition rates among SETs, it is imperative to analyze how contextual factors influence their decisions to leave the classroom. In this study, I used a qualitative holistic single case study design to explore how social-ecological factors contribute to special education teachers’ (SETs) decision to leave the classroom in the Houston area. Bronfenbrenner’s (1979) Ecological Systems Theory provided the guiding framework, offering a holistic and comprehensive lens for examining the interconnectedness between SETs and how ecological systems influence attrition among SETs. Using criterion and purposeful sampling, four former SETs who met the eligibility criteria participated in the study. Data sources included individual semi-structured interviews and focus groups. I analyzed data through systematic coding aligned within the five a priori framework categories. The findings of this qualitative holistic single case study highlighted the complex interplay of unique factors within and across the five ecological systems of the Ecological Systems Theory that shaped these former SETs decisions to leave the classroom. The first thematic statement highlighted the overlap between the microsystem and mesosystem: Former special education teachers (SETs) in this study highlighted how the presence or absence of support shaped their ability to navigate the demands of their role. The second thematic statement focused on the exosystem: Former special education teachers (SETs) described how varying degrees of institutional support influenced their level of job satisfaction. The third thematic statement illustrated the interconnectedness between the macrosystem and chronosystem: Overall, the lived experiences of four former SETs offer valuable insight into the importance of a holistic understanding of the multiple ecological influences that contribute to SET attrition."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Beyond the numbers : a qualitative holistic case study examining special education teacher attrition from voices who left the classroom in Greater Houston."]}]}],"canonical_facts":{"dc:contributor.advisor":["Meehan, Jessica Padrón."],"dc:creator":["Jones, Jacquice G., 1984-"],"dc:date.accessioned":["2026-01-21T16:15:47Z"],"dc:date.issued":["2025-12"],"dc:description.abstract":["The ongoing exodus of special education teachers (SETs) presents significant challenges that ripple throughout educational systems. High attrition among SETs remains an alarming trend that threatens to destabilize the field of special education (Carver-Thomas & Darling-Hammond, 2019) and jeopardizes the essential educational and behavioral supports that neurodivergent students rely upon for their academic and developmental growth (Billingsley & Bettini, 2019). To address high attrition rates among SETs, it is imperative to analyze how contextual factors influence their decisions to leave the classroom. In this study, I used a qualitative holistic single case study design to explore how social-ecological factors contribute to special education teachers’ (SETs) decision to leave the classroom in the Houston area. Bronfenbrenner’s (1979) Ecological Systems Theory provided the guiding framework, offering a holistic and comprehensive lens for examining the interconnectedness between SETs and how ecological systems influence attrition among SETs. Using criterion and purposeful sampling, four former SETs who met the eligibility criteria participated in the study. Data sources included individual semi-structured interviews and focus groups. I analyzed data through systematic coding aligned within the five a priori framework categories. The findings of this qualitative holistic single case study highlighted the complex interplay of unique factors within and across the five ecological systems of the Ecological Systems Theory that shaped these former SETs decisions to leave the classroom. The first thematic statement highlighted the overlap between the microsystem and mesosystem: Former special education teachers (SETs) in this study highlighted how the presence or absence of support shaped their ability to navigate the demands of their role. The second thematic statement focused on the exosystem: Former special education teachers (SETs) described how varying degrees of institutional support influenced their level of job satisfaction. The third thematic statement illustrated the interconnectedness between the macrosystem and chronosystem: Overall, the lived experiences of four former SETs offer valuable insight into the importance of a holistic understanding of the multiple ecological influences that contribute to SET attrition."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/14115"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Special education teachers.","Neurodiverse.","Neurodivergent.","Self-contained classroom.","Ecological systems theory.","Paraprofessionals.","Attrition."],"dc:title":["Beyond the numbers : a qualitative holistic case study examining special education teacher attrition from voices who left the classroom in Greater Houston."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:23Z"}