This article presents findings from a study of factors that lead to special education teacher attrition and retention involving 887 special educators in three large urban school districts. We focus on a path analysis of the relationship between intent to stay in the field and factors such as job satisfaction, commitment to special education teaching, and various aspects of job design. Findings suggest several critical factors to consider in order to increase retention and commitment. A leading negative factor was stress due to job design. Perceived support by principals or other teachers in the school helped alleviate this stress. Another key factor was the sense that special educators were learning on the job, either formally or informally, through collegial networks.
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