Abstract
Purpose. The purpose of this study was to examine the degree of importance eight attributes: (a) teacher preparation, (b) certification, (c) collaborative relationships, (d) administrative support, (e) role demands, (f) special education procedures, (g) instructional aspects, and (h) job satisfaction are perceived by special education teachers and to identify any significant differences between elementary and secondary clear and emergency or waiver credentialed teachers. These eight attributes are identified as factors related to the retention or attrition of special education teachers. Methodology. This was a descriptive and ex post facto study. The sample population was drawn from a postcard mailed to principals of schools in two counties located in the San Francisco Bay Area. A five-point verbal scale survey, was completed by 103 special education teachers, from which quantitative analysis was used in the form of frequencies and percentages. The Kolmogorov-Smirnov test was used to determine if significant differences existed. Findings. Clear credentialed special education teachers perceive special education positively. There were no significant differences between perceptions of elementary and secondary clear credentialed teachers. One significant difference was found in the perceptions of special education teachers who hold clear and those who hold emergency or waiver credentials at the elementary and secondary levels in the attribute of collaborative relationships. Responses revealed that nearly fifty percent of the participants are dissatisfied with their jobs, and fewer participants would recommend special education as a profession. Conclusions. A significant number of special education teachers do not hold clear credentials and are at a high risk of leaving the field. Administrators must recognize the needs of special education teachers and provide the support needed for retention and must address the differences in the needs of elementary and secondary teachers. Special education teachers provide learning opportunities to children with disabilities and must be supported and viewed as an asset to the school. This study can be used to proactively address the concerns of elementary and secondary special education teachers. Recommendations. Further research should study special education teachers in California without regard to their number of years experience to determine if their perceptions and significant differences are comparable to this study.