Whither Didst Thou Go? Retention, Reassignment, Migration, and Attrition of Special and General Education Teachers from a National Perspective

Abstract

In view of the paucity of national data on teacher retention, transfer, and attrition in special education, and the importance of these phenomena to teacher demand and shortage, we sought to provide such data from a national probability sample of 4,798 public school teachers from the 1988–1989 Teacher Followup Survey (Faupel, Bobbitt, & Friedrichs, 1992). The analysis focused on two main teaching fields (special and general education) and various aspects of teacher turnover. Results showed higher annual turnover for special education teachers (SFTs) than for general education teachers (GETs), in terms of both attrition from public school teaching (SETs = 8%; GETs = 6%) and transfer among public schools (SETs = 13%; GETs = 7%). However, the SET-GET difference in attrition percentages was modest in absolute terms, and lower than those reported from several states. SETs and GETs who left teaching did not differ significantly in postteaching activities or plans to return to teaching. The relationships between teacher turnover and teacher demand, shortage, recruitment, retention, and preparation are discussed.

Implications of Mixed Reality and Simulation Technologies on Special Education and Teacher Preparation

“…Other data trends show strong evidence that middle school and high school teachers are more likely than elementary teachers to leave their jobs (Allen, 2005). Turnover also is influenced strongly by academic field; specifically, special education, mathematics, and science teachers have the highest turnover rates (as examples, see Boe et al, 1997;Grissmer & Kirby, 1992: Murnaneet al, 1991. Armed with specific preparation, teachers may feel more equipped and willing to stay in the classroom longer {Whitworth, 2000), especially if the right teachers are selected and are provided strong preservice training.…”

Le décrochage enseignant : état des connaissances

“…Rappelons tout d'abord que la littérature scientifique s'entend sur le fait que les enseignants jeunes et relativement inexpérimentés abandonnent plus que les enseignants expérimentés (Billingsley 2004;Boe et al 1997;Guarino et al 2006;Hanushek et al 2004;Ingersoll 2001Ingersoll , 2002Macdonald 1999;Murnane et al 1991;OCDE 2005;Scheopner 2010), bien qu'il ne s'agisse pas d'une relation simple et systématique (Kirby et al 1991). L'âge et le nombre d'années d'expérience sont donc des facteurs à prendre en compte.…”

A Retention Study of Career-Based Intervention Teachers in Ohio

“…Due to increasing student enrollments and the aging of the present teaching workforce, these two reports predicted a commensurate increase in demand for new teachers. These predictions have been upheld by numerous other studies, including studies which delineated the shortages in specific teaching fields, such as math, science and special education (Boe, Bobbitt & Cook, 1997;Grissmer & Kirby, 1997;Weisbaum & Huang, 2001). …”