Exploring Job Demands and Resources of Special Education Teacher Retention: A Phenomenological Study

The purpose of this phenomenological study was to explore the lived experiences of special education teachers regarding job demands and resources for special education teachers in the Greater Simpson Public School District. The theory guiding this study was the Job Demands-Resources (JD-R) model, which explains how teachers manage job demands and utilize available resources, influencing retention and burnout. The central research question explored: What are the lived experiences of secondary special education teachers with job demands and resources that they perceive may influence the high turnover rate and retention? This study used semi-structured interviews, a virtual focus group, and an artifacts’ gallery walk to collect data from 10 special education teachers. Participants shared their experiences balancing instructional responsibilities, administrative burdens, and time constraints, while also navigating support systems, collaboration, and professional growth opportunities. Data analysis employed holistic, selective, and detailed approaches to identify key themes. Findings revealed that retention depended not only on job demands but also on how those demands were managed and supported. Administrative support, collaboration with colleagues, and professional development played critical roles in helping teachers persist in the field. Additionally, teachers with strong intrinsic motivation and commitment to student success were more likely to remain despite challenges. The results provide insights for school leaders and policymakers to improve teacher retention, reduce burnout, and enhance student outcomes in Title I schools.