Factors Affecting Teacher Retention in Special Education: A Focus on Children with Neurodiversity and Intellectual Impairment

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.