Billingsley reports that several studies identify a link between professional development opportunities and teacher attrition. In particular, Gersten et al. (2001) examined teacher attrition in three urban systems and found that professional development had both an indirect impact on educator's intent to leave and a direct impact on their commitment to the field. In this study, professional development opportunities were defined as the extent to which special educators felt that they had the chance to grow and advance professionally. The authors also found that teachers who perceived greater professional development opportunities had less role dissonance.

Results from Brownell et al. (1994/1995) suggest that content, timing, quality of professional development opportunities, and incentives for participating, all impact the level of satisfaction associated with the opportunities provided. Findings from this study, as well as Gersten et al. indicate that providing opportunities for professional development can play an important role in teacher attrition.

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.