A motivational perspective on teacher retention in special education: a critical case from Turkey

GÖKTÜRK Ş., Tulubas T., BOZOĞLU O.

EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE, vol.20, no.1, pp.63-78, 2021 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 20 Issue: 1
  • Publication Date: 2021
  • Doi Number: 10.1007/s10671-020-09267-5
  • Journal Name: EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus
  • Page Numbers: pp.63-78
  • Keywords: Retention, Attrition, Special education, Two-factor theory, Motivation, JOB-SATISFACTION, SELF-EFFICACY, I TEACH, ATTRITION, AUTONOMY, SUPPORT, SAMPLE, LEAVE
  • Kocaeli University Affiliated: Yes

Abstract

This qualitative study interrogates fourteen cases of general education homeroom teachers who were first transferred to special education teaching by the Ministry of Education in Turkey without their own volition and later preferred to stay in special education even after they were redeemed their rights to return to general education. Studying these teachers is critical in discovering what factors motivated them to stay in special education field compared to those who were dissatisfied in the field and preferred to return to general education. The results of the thematic analysis had close linkages to Herzberg's two-factor theory of motivation, which indicated that primarily internal factors (motivation factors) affected teachers' decision to stay or leave, and external (hygiene) factors supported their decisions. The findings present critical insights and implications for both practitioners and policy makers in regard to retaining qualified teachers in special education field.