High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors. Most studies examined working conditions (e.g., demands, administrative and collegial supports, resources, compensation) among special educators who left teaching, moved to other positions, transferred to general education teaching, or indicated that they intended to stay or leave. The majority of researchers used quantitative methods to analyze national, state, or other survey data, while eight used qualitative methods. Our critique identifies both strengths and weaknesses of this literature, suggests research priorities, and outlines specific implications for policy makers and leaders.

中文翻译：

---

特殊教育教师流失和保留：文献回顾

高流失率使学校难以为残疾学生提供合格的特殊教育教师，尤其是在教师长期短缺的情况下。我们综合了 2002 年至 2017 年的 30 项研究，研究了与特殊教育工作者流失和保留相关的因素，包括 (a) 教师准备和资格，(b) 学校特征，(c) 工作条件，以及 (d) 教师人口统计和非工作因素。大多数研究调查了离开教学、转到其他职位、转入普通教育教学或表明他们打算留下或离开的特殊教育工作者的工作条件（例如，要求、行政和学院支持、资源、补偿）。大多数研究人员使用定量方法来分析国家、州或其他调查数据，而八种使用定性方法。我们的评论指出了这些文献的优点和缺点，提出了研究重点，并概述了对政策制定者和领导者的具体影响。