{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/118629"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/118629","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Why Special Educators Stay: A Phenomenological Examination of Factors Impacting Special Educator Retention in Northern Virginia's Urban Public Schools","abstract":"Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs, and it was designed as a phenomenological qualitative study. The primary research question was \"What factors impact SETs-LIDs who continue to teach in special education during difficult times?\" Secondary questions were (a) \"What are the lived experiences of SETs-LIDs that influence their retention?\" and (b) \"How do SETs-LIDs cope with the challenges of their work?\" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school SET-LIDs remain in the profession. Participants were selected based on responses to the demographic survey, and inclusion criteria included SETs-LIDs with diverse employment backgrounds. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Textual descriptions generated from the research were work satisfaction from relationships, intrinsic or altruistic motivation, positive administrative experiences, and external factors. Structural descriptions of the research were frustration, a desire for understanding, inequity and exclusion, and uncertainty. The \"what\" and \"how\" of individuals impacted by the difficulties of SET-LID attrition were interpreted. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance. Implications for professional practices and future research were suggested.","abstract_html":"Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs, and it was designed as a phenomenological qualitative study. The primary research question was "What factors impact SETs-LIDs who continue to teach in special education during difficult times?" Secondary questions were (a) "What are the lived experiences of SETs-LIDs that influence their retention?" and (b) "How do SETs-LIDs cope with the challenges of their work?" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school SET-LIDs remain in the profession. Participants were selected based on responses to the demographic survey, and inclusion criteria included SETs-LIDs with diverse employment backgrounds. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Textual descriptions generated from the research were work satisfaction from relationships, intrinsic or altruistic motivation, positive administrative experiences, and external factors. Structural descriptions of the research were frustration, a desire for understanding, inequity and exclusion, and uncertainty. The "what" and "how" of individuals impacted by the difficulties of SET-LID attrition were interpreted. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance. Implications for professional practices and future research were suggested.","abstract_has_math":false,"creators":["Gavin, Matthew"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Mullen, Carol Ann"],"committee_members":["Brinkmann, Jodie Lynn","Williams, Thomas O.","Rowden, Elizabeth Szydlo"],"year":2024,"date_issued":"2024-04-12","date_published":"2024-04-12","updated_at":"2026-07-22T22:19:06Z","subjects":["interview","phenomenology","special education teacher attrition","special education teacher retention","stay"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:39638"],"render_values":[{"text":"vt_gsexam:39638","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/118629","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Mullen, Carol Ann"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brinkmann, Jodie Lynn","Williams, Thomas O.","Rowden, Elizabeth Szydlo"]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Gavin, Matthew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-04-17T16:35:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-04-17T16:35:58Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-04-12"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["interview","phenomenology","special education teacher attrition","special education teacher retention","stay"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:39638"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/118629"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs, and it was designed as a phenomenological qualitative study. The primary research question was \"What factors impact SETs-LIDs who continue to teach in special education during difficult times?\" Secondary questions were (a) \"What are the lived experiences of SETs-LIDs that influence their retention?\" and (b) \"How do SETs-LIDs cope with the challenges of their work?\" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school SET-LIDs remain in the profession. Participants were selected based on responses to the demographic survey, and inclusion criteria included SETs-LIDs with diverse employment backgrounds. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Textual descriptions generated from the research were work satisfaction from relationships, intrinsic or altruistic motivation, positive administrative experiences, and external factors. Structural descriptions of the research were frustration, a desire for understanding, inequity and exclusion, and uncertainty. The \"what\" and \"how\" of individuals impacted by the difficulties of SET-LID attrition were interpreted. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance. Implications for professional practices and future research were suggested."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["School divisions have never adequately met the demand for qualified special educators. Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. However, special educators are leaving the profession, and many are avoiding the working conditions in the special education field. Many are transferring to different career fields, retiring, or finding general education jobs. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs. The primary research question was \"What factors impact SETs-LIDs who continue to teach in special education during difficult times?\" Secondary questions were (a) \"What are the lived experiences of SETs-LIDs that influence their retention?\" and (b) \"How do SETs-LIDs cope with the challenges of their work?\" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school special educators remain in the profession. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Why Special Educators Stay: A Phenomenological Examination of Factors Impacting Special Educator Retention in Northern Virginia's Urban Public Schools"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Mullen, Carol Ann"],"dc:contributor.committeemember":["Brinkmann, Jodie Lynn","Williams, Thomas O.","Rowden, Elizabeth Szydlo"],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Gavin, Matthew"],"dc:date.accessioned":["2024-04-17T16:35:58Z"],"dc:date.available":["2024-04-17T16:35:58Z"],"dc:date.issued":["2024-04-12"],"dc:description.abstract":["Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs, and it was designed as a phenomenological qualitative study. The primary research question was \"What factors impact SETs-LIDs who continue to teach in special education during difficult times?\" Secondary questions were (a) \"What are the lived experiences of SETs-LIDs that influence their retention?\" and (b) \"How do SETs-LIDs cope with the challenges of their work?\" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school SET-LIDs remain in the profession. Participants were selected based on responses to the demographic survey, and inclusion criteria included SETs-LIDs with diverse employment backgrounds. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Textual descriptions generated from the research were work satisfaction from relationships, intrinsic or altruistic motivation, positive administrative experiences, and external factors. Structural descriptions of the research were frustration, a desire for understanding, inequity and exclusion, and uncertainty. The \"what\" and \"how\" of individuals impacted by the difficulties of SET-LID attrition were interpreted. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance. Implications for professional practices and future research were suggested."],"dc:description.abstractgeneral":["School divisions have never adequately met the demand for qualified special educators. Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. However, special educators are leaving the profession, and many are avoiding the working conditions in the special education field. Many are transferring to different career fields, retiring, or finding general education jobs. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs. The primary research question was \"What factors impact SETs-LIDs who continue to teach in special education during difficult times?\" Secondary questions were (a) \"What are the lived experiences of SETs-LIDs that influence their retention?\" and (b) \"How do SETs-LIDs cope with the challenges of their work?\" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school special educators remain in the profession. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:39638"],"dc:identifier.uri":["https://hdl.handle.net/10919/118629"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["interview","phenomenology","special education teacher attrition","special education teacher retention","stay"],"dc:title":["Why Special Educators Stay: A Phenomenological Examination of Factors Impacting Special Educator Retention in Northern Virginia's Urban Public Schools"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:06Z"}