Numerous studies have shown that beginning teachers in both general and special education face a myriad of challenges during their first years on the job. Billingsley's investigation turned up several qualitative studies conducted by Billingsley and Tomchin (1992), Boyer and Gillespie (2000), and Kilgore and Griffin (1998). These studies found that beginning special educators expressed concerns related to managing paperwork, developing and monitoring IEPs, making accommodations for instruction and testing, and collaborating with others (i.e., teachers, paraprofessionals, parents, and other service personnel).

Billingsley uncovered only two studies that looked at the relationship between a beginning teacher's induction experiences and attrition. Whitaker's (2000) findings revealed a relationship between an effective mentoring experience and a beginning special educator's job satisfaction and intent to remain in the field. Billingsley et al. (2004) did not find a correlation between helpful induction support and a beginning teacher's plan to remain. However, this study did show that beginning teachers with higher levels of induction support were more likely to perceive their roles as manageable and to have a more positive view of their job overall. Billingsley notes that the two studies used different populations and measures which may account for the differing results. Whitaker looked at an educator's plan to leave or remain in special education during the following year and the next five years. Billingsley examined the intent to stay over an entire career span.

Source:

Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38(1), 39-55.