Eric R. Gotte, Ed.D., Jessie S. King, Ed.D., Karen Farley, Ed.S., Paula Rose-Greer, Ed.D., Annette R. Hux, Ed.D.
JAASEP 20(3) (2025) 37-56
Abstract
Rural school districts across the United States need help to recruit and retain special education teachers. This study presents findings based on special education teachers’ experiences teaching within one rural Southern United States school district. This instrumental single case study investigates the factors that encourage special education teachers to remain in their current position within a rural Southern United States school district. Qualitative data is analyzed from 11 participants: nine current special educators, one special education director, and one retired special education teacher. All participants are from one rural Southern United States school district to gain insight from their experiences and perspectives. Significant findings include factors that positively influence the retention of special education teachers within one rural Southern United States school district: the small scale of the district, administration support, student rapport, positive school culture, extended family living in the local area, and the supportive culture of the rural community.
Keywords: special education teacher retention, rural school district teacher recruitment
DOI: https://doi.org/10.64546/jaasep.588
