Factors Affecting Teacher Retention in Special Education: A Focus on Children with Neurodiversity and Intellectual Impairment
Clicks: 1
ID: 312260
2025
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
0.0
/100
1 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
Ranked #329 of 395 articles by views in Social Sciences & Humanity Research Review
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 395 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
Teacher retention has become a critical concern in special education, particularly for educators working with neurodivergent learners who require sustained and specialized support. The objective of this study was to examine the organizational, professional, and psychological factors influencing special education teachers’ retention intentions. A quantitative, cross-sectional survey design was used to collect data from a sample of 275 special education teachers working across diverse institutional settings. A structured questionnaire assessed work environment and organizational support, professional development and training, job satisfaction and motivation, stress and burnout, and retention intentions. Data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, and correlational analysis. The major findings revealed that organizational support and job satisfaction were positively associated with retention intentions, while stress and burnout were negatively related. Teaching experience has a significant influence on perceptions of work environment and organizational support, whereas gender, employment status, institute type, and school location showed no significant effects. The study suggests that improving working conditions, strengthening institutional support, and implementing strategies to reduce burnout are essential for retaining special education teachers and ensuring continuity of high-quality services for neurodivergent learners.
| Reference Key |
imported_1776689835_69e622abad161
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Tehseen Mushtaq |
| Journal | Social Sciences & Humanity Research Review |
| Year | 2025 |
| DOI |
10.63468/sshrr.278
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.