The lived experiences of special education teachers who have transferred schools, resulting from a perceived lack of administrative support: a phenomenological study

Abstract

Special education teacher attrition has been well documented since the 1980s, along with the stressful workplace variables associated with this phenomenon. These variables include: role problems, excessive paperwork, uncooperative colleagues, inadequate teaching materials, and unsupportive administrators. While several studies involve participants who have left or have planned to leave the field, very few have included participants who have remained in the field. This study sought to explore the experiences of special education teachers who transferred to a different school because of stressful workplace variables and a perceived lack of administrative support. While relatively small in scope, the data does identify that administrators serve a critical role in helping ensure that special educators feel supported in their duties. As such, the study provides an opportunity for those engaged in this phenomenon, whether policymaker, administrator, or special educator, to reflect on their experiences and practices.