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.

这项定性研究询问了14例普通教育家庭教师，这些案例首先由土耳其教育部无偿转让给土耳其的特殊教育教学，后来更愿意继续接受特殊教育，即使他们获得了重返普通教育的权利。与那些对教师不满意并希望重返普通教育的人相比，对这些教师进行研究对于发现促使他们留在特殊教育领域的因素至关重要。主题分析的结果与赫兹伯格的两因素动机理论有着密切的联系，后者指出，内部因素（动机因素）主要影响教师留下或离开的决定，而外部（卫生）因素则支持他们的决定。