Analysis of the factors contributing to the retention of special education teachers in Colorado

The factors contributing to retention of special education teachers were analyzed in this study. A total of 64 special education administrators, 63 building principals, 127 special education teachers, 61 regular education teachers, and 57 special education teachers in preparation participated in the study. A multiple audience rating scale developed by the investigator was used as the instrument to gather data from the subjects.;In this set of six variables, a statistically significant difference was found between the special education administrators, building principals, special education teachers, regular education teachers, and special education teachers in preparation.;There was also a consistency among the five groups of the subjects in rating the reasons for retention of special education teachers.;Among demographic variables such as gender, age, professional experience, area of specialization, educational qualification, ethnicity, marital status, location of the school, and total family income, only professional experience seemed to explain the variances among the perceptions of special education teachers. Variables other than these demographic variables seemed to be responsible for the variances among the perceptions of special education teachers.;School collaboration, teacher expectations, consumer factors, commitment, job satisfaction, and job responsibilities were identified as the six factors contributing to the retention of special education teachers.;On the basis of the findings, recommendations for further research, implications for special education administration, and teacher preparation programs were given.