Won’t Stop, Can’t Stop: Alternative Route to Licensure Special Education Teachers’ Persistence in their Careers

Abstract

Alternate route to licensure (AR) programs in special education continue to increase despite concerns that teachers certified through these pathways leave the profession at rates higher than traditionally prepared teachers. The purpose of this study was to examine special education AR program completers to determine their persistence to stay in the profession despite odds of attrition. For this article, we examined survey results from AR special education teachers (n = 57) and completed focus group interviews with a subset (n =13) from this same sample. Using Social Cognitive Theory (SCT) to guide our research, we uncovered three major themes from our focus groups: role conceptualization, barriers experienced, and motivating factors. Our findings suggest that AR special education teachers’ persistence relies on several factors, such as society’s respect for teachers, effective mentoring programs, positive collaboration experience, understanding of their unique role as AR teachers, and self-efficacy. Implications for educational practices, policies, and further research about AR teachers is explored.

Taking the LEAP: a district-university partnership to address shortages in special education

“…The highest SE vacancy rates occur in high-poverty and high-minority schools as well as in schools in the rural and urban settings (Billingsley & Bettini). Brendli et al. (2022) noted that “90% of high-poverty schools report[ed] issues attracting high-quality” SEs (p. 77; see also Carver-Thomas & Darling-Hammond, 2017).…”

“…Early-career SEs and those in high-minority and high-poverty schools may experience heavy work demands with limited support leading them to change positions or leave the profession (Billingsley & Bettini, 2019), resulting in high attrition rates disproportionately impacting students of color (Brendli et al, 2022) and those attending Title 1 schools (Billingsley & Bettini). The highest SE vacancy rates occur in high-poverty and high-minority schools as well as in schools in the rural and urban settings (Billingsley & Bettini).…”

“…The highest SE vacancy rates occur in high-poverty and high-minority schools as well as in schools in the rural and urban settings (Billingsley & Bettini). Brendli et al (2022) noted that "90% of high-poverty schools report [ed] issues attracting high-quality" SEs (p. 77; see also Carver-Thomas & Darling-Hammond, 2017). White teachers moved away from positions in high-poverty schools more frequently than teachers of color (Ingersoll & May, 2011); however, more recent studies are needed regarding this finding.…”

“…We describe successes and challenges encountered and make recommendations for others launching GYOs. Our program design was grounded in SE preparation and retention research (Billingsley & Bettini, 2019; Brendli et al. , 2022; Rennells, Sindelar, & Austrich, 1997; Wojcik et al.…”