Surveys were distributed to collect data about special educator attrition and retention.  The survey responses of current and former special education teachers were compared in order to better understand the needs of early career teachers, and to identify issues that can be addressed through a mentoring program.  The following describes how the surveys were developed and distributed.  

Two surveys were developed for this study: one for current special education teachers (Special Educator Survey) and one for individuals certified to teach special education but no longer teaching in a special education classroom (Educator Survey).  First, a comprehensive literature search was conducted in the fall of 2000 to identify the current knowledge base in the areas of teacher attrition and retention; mentoring programs; and the experiences of early career teachers.   The search process included an extensive database search using relevant key words, as well as a review of available information about existing mentoring practices not described in the extant literature (e.g., web sites, project reports).  To date, more than 200 relevant resources have been identified.

In November 2000, the Project Planning Team and Project Staff met to discuss issues which effect attrition and retention of special education teachers in South Carolina, and the characteristics of quality mentors for early career teachers.  The information was used in conjunction with the results of the literature review to develop two surveys: one for current special education teachers and one for individuals certified to teach special education who are not currently doing so.  The surveys were pilot tested with representatives from the three districts that will participate in Phase Two of the project.  The survey component of the project was implemented in the spring of 2001.  The survey responses of current and former special education teachers will be compared in order to better understand the needs of early career teachers, and to identify issues that can be addressed through a mentoring program.

The final version of the Educator Survey included questions about current and past jobs, factors that contributed to decisions to leave the special education classroom, educational background, induction experiences, and demographic information.  The Special Educator survey included items about current teaching assignment and responsibilities, school climate, job satisfaction, educational background, professional development opportunities, induction experience, and demographic information.  Both surveys included an open-ended response section in which respondents could make additional comments about attrition, retention and mentoring.

The surveys were mailed to 7,622 educators, including those identified by the South Carolina State Department of Education as certified special education teachers teaching in a special education classroom (n =5,103) in 1999-2000, and those certified to teach special education but employed in other positions in South Carolina school districts (n=2,519) during 1999-2000.  Each survey packet included a survey, cover letter, postage paid return envelope, and an entry form for a prize drawing. Because the surveys were anonymous, no targeted reminders or repeat mailings were done to increase the response rates.  Completed Educator Surveys were returned by 786 respondents (response rate = 31%). One thousand, six hundred sixty-two (1,662) teachers responded to the Special Educator Survey (response rate = 34%).

The instruments, reports, and other materials on these pages are copyright, 2002, by the College of Education at the University of South Carolina.  Any reproduction of these materials is prohibited without the express written consent of authorized Project Respect personnel.  However, the information contained in these pages may be cited using the following reference:

Yell, M., Drasgow, E., Marshall, K., Seaman, M., & Karvonen, M. (2002).  Project respect: Retaining special education teachers.  Retrieved [date] from http://edpsych.ed.sc.edu/respect 

Project Respect is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant # H325N000045A.  Opinions expressed herein are those of the authors and do not necessarily represent the position of the United States Department of Education or the University of South Carolina.

Web page last updated June 26, 2002