Job satisfaction, self-efficacy, burnout, and path of teacher certification: Predictors of attrition in special education teachers

This study investigated the constructs of job satisfaction, self-efficacy, burnout and path of certification in relation to attrition of special education teachers. A correlational, predictive design assessed the five facets of the abridged Job Descriptive Index and the abridged Job in General survey, the factors of the Teacher Self-Efficacy Scale, the categorizations of the Maslach Burnout Inventory -- Educator Survey, and path of certification. Correlational analyses were used to uncover relationships among the four predictor variables and attrition (intent to leave) the field of special education. Regression analysis was conducted to determine how well each of the constructs predicted attrition and to uncover the extent to which each element of the constructs supported the special education teachers' attrition (intent to leave) at the end of the 2009-2010 school year. In general, there were low to moderate correlations across the spectrum of the variables to support any intent to leave the field of teaching. Specifically, the facets of opportunities for promotion, people at work and supervision were identified as possible reasons why teachers may leave the field of special education. Self-Efficacy factors were shown to support that teachers would not have intentions of leaving the field of special education. Burnout categorizations of depersonalization and personal accomplishment were identified as possible reasons why teachers many leave the field of special education. Overall, the results support teachers being content with their current teaching positions and have they no intention of leaving the field of special education at the end of the school year.