The loss of special education teachers is a problem for all school districts. The effects of special education teacher attrition are felt in the classrooms and by all school district personnel. The impact on student achievement can be profound, especially if the teacher leaves in the middle of a school year. This study examines the organizational factors that influenced the attrition of special education teachers in one Central Florida school district. Participation in the anonymous survey was voluntary. Invitations to participate were sent directly to 385 special education instructional personnel and distributed to all district personnel using an e-mail forum. After removing participants who did not meet the inclusion criteria, 250 completed surveys were included in the analysis. In addition to quantitative items, the survey also included open–ended items at the end of the survey. While special education instructional personnel were the focus of the study, data from general education instructional personnel were also collected for comparison. The findings indicated that the major organizational causes of attrition among exceptional education teachers were in the areas of the human resources, political and structural frames. Human resource factors included the emotional, physical, and mental toll of daily classroom responsibilities and the perceived lack of district administration support. The main structural frame factor was the lack of compensation for the extra duties that special education teachers must perform. The main political factor was the lack of time needed by the special education staff to complete assigned duties during an average school day. In addition, the symbolic frame factors suggested a lack of perceived support from the general education staff; however, respondents did not indicate that this was major factor affecting in the attrition of special education teachers in this district. The school district has implemented strategies to support teachers to meet State certification requirements, Federal mandates of being highly qualified, and with monthly district level support visits. However, based on these data, the school district needs to recognize organizational factors affecting attrition. The district should pinpoint and alleviate the daily factors that cause undue stress on the special education staff. It should also reallocate resources and personnel to provide more frequent district and school level administrative support. Additional monetary or non-monetary compensation for the extra duties or reducing the workload on the special education teachers may also reduce attrition.

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. / Doctor of Education / 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.