Celebrating Special Education Teachers Who Stay: The Identity Development of Experienced Educators

Abstract

This study aimed to learn more about what contributes to experienced special education teachers staying committed to the field, rather than focus on a deficit model of why educators leave. Five participants were interviewed about the development of their teaching and personal identities over time and their interactions across ecological systems (micro-, meso-, exo, and macro-). Findings suggest that teachers’ personal and teaching identities play a role in their commitment to the field. Participants described protective factors to burnout which included administrative support, self-care routines, strong relationships with special education team members, faith, advocacy, and the opportunity for additional leadership roles. Evidence suggests that relationships with administrators are critical to a special education teachers’ self-efficacy and feelings of increased commitment to the field. Future research should investigate how a teachers’ personal identity influences their decisions to enter the field of special education and remain committed. Implications for administrators, teacher preparation programs, and induction programs are discussed.