Hope in special education: A qualitative case study

The purpose of this qualitative case study is to explore what factors produce retention of special education teachers remaining in the profession for three or more years using Snyder’s Hope Theory as the theoretical lens. The participants of this study consisted of special educators currently employed in schools receiving Title I funding, who have three or more years of special education teaching experience and are assigned to the CORE program at Bayside School District. CORE is a centralized program assigned to students who require frequent and intensive behavioral and emotional support. The study parameters were selected to address the purpose of the study under the most challenging environments possible. This study collected data from surveys, interviews, observations, and artifacts. The data analysis revealed a strong link between hope and teachers' decisions to stay in their jobs. Educators with sustained hope displayed resilience across four key themes, demonstrating Hope Theory in action. Access to resources—such as administrative and peer support, instructional materials, curricula, and professional development—was deemed essential. Inadequate resources led to limited pathways and reduced agency, decreasing hope and increasing apathy. Teachers who stayed employed Hope Theory to confront challenges, setting meaningful and achievable goals to maintain motivation. These goals were vital for sustaining hope and aligning with their intrinsic motivations. Additionally, dedication to students with special needs heavily influenced retention decisions, reinforcing their belief in their work's long-term impact. This study adds to the understanding of special education teacher retention and offers implications for research, theory, and practice. It concludes by addressing research questions and proposing future research recommendations.