Date of Award

Summer 8-2024

Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Advisor

Jim Artesani

Second Committee Member

Vanessa Klein

Third Committee Member

Sara Flanagan

Additional Committee Members

Sarah Howorth

Richard Glencross

Abstract

This phenomenological study examined the lived experiences of former Maine special education teachers (SETs) who left the field due to working conditions. The study was guided by three research questions: (a) what factors contributed to SETs leaving the profession, (b) how did the working conditions of SETs impact their decision to leave the profession, and (c) what improvements to working conditions could have supported the retention of SETs? A phenomenological research design was used to bring the participants' actual words to life. Four former Maine SETs were interviewed for the study, providing in-depth contextualized accounts of their lived experiences in the special education profession. The study's findings indicated that SETs left the field due to various working conditions, including excessive paperwork, educational technician supervision, parents, a lack of administrative support, and increased student mental health needs. These working conditions caused SETs to leave the field because they no longer felt they could do the job the way it needed to be done, and it negatively impacted their personal lives and health. Improvements to working conditions that could have supported the retention of the SETs included making the job more sustainable, adequate staffing, administrative support, a stronger MTSS framework, and additional training opportunities. Participants had differing views on the role of compensation in supporting retention. School administrators and state policymakers can use the study’s findings and recommendations to retain current and future SETs. The first-hand accounts found in this qualitative study offer valuable insights into the challenges related to the complex working conditions of special educators.

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