Abstract
Purpose. The purpose of this Delphi study was to determine what factors experts predict are most likely to occur in attracting and keeping teachers in the field of special education and, of those factors, which will be most effective. Methodology. For this study panelists were asked to predict contributing factors that will attract and keep teachers in the field of special education in the next ten years in the mild/moderate and moderate/severe disabilities areas. This methodology involved a two-round process using a panel of experts in the field of special education. The first round generated a list of factors from four open-ended questions. The second round ranked the factors as likely to occur and likely to be effective. Consensus was facilitated through arithmetic mean. Findings. Panelists were positive about what would work in attracting and keeping teachers in the field of special education but extremely pessimistic about the possibility of the majority of factors occurring. Conclusions. Student populations are growing nationally and within the state of California. Attracting and retaining teachers, especially teachers in the field of special education, are difficult feats. Research has provided information that can be used to reverse the trend; but the implementation of this information does not appear to have been utilized, nor according to this research is it likely to be implemented under the current educational structure. Recommendations. (1) Districts and county offices of education need to increase pay for special education teachers. (2) Ongoing support needs to be provided to special education teachers, through in-service opportunities, mentoring programs, and at the administrative and school-site levels. (3) Working conditions need to be improved. (4) Teacher-training programs need to be accessible, flexible, and designed to move higher-education students through quickly but with thorough and intensive methodology. (5) Recruitment efforts need to continue, especially at the university level.