Graduation Date

5-2017

Document Type

Master's Thesis

Degree Name

Master of Science

Department or Program

Education

Department or Program Chair

Elizabeth Truesdell, Ph.D.

First Reader

Madalienne Peters, Ed.D.

Second Reader

Robin Gayle, Ph.D., MDIV, MFT

Abstract

Administrative support of special education teachers can be a determining factor towards their success in teacher retention, motivation, and overall well-being. Special education teachers manage paperwork, meetings, and other administrative duties in addition to their teaching responsibilities. The extensive workload often leads these teachers to feel stressed, inadequate, and most importantly, this reduces their desire to continue working in their field. Administrative support of special education teachers can play an important role in promoting retention, increasing motivation, and supporting the overall well-being of a special education teacher. Their caseload of students is extensive, and often these teachers do not receive clearly defined administrative support. An administrator can support special education teachers by reducing their various non-teaching duties. A review of the literature revealed that special education teacher retention is problematic. Effective administrative support can be a determining factor in special education teacher retention. For the purposes of this study, the researcher obtained permission to gather information from special education teachers using an interview format. A total of five special education teachers commented on the quality and effectiveness of administrative support that they received. Results indicated that special education teachers desired more communication from administrators as well as support in non-teaching duties.