The primary purpose of this paper is to review research findings related to teacher retention and attrition in special education. Major findings from general education retention studies are also reviewed to provide a context for understanding special educators' career decisions. Research findings are organized around a conceptual model of teachers' career decisions that includes three major factors: (a) external (e.g., societal, economic, and institutional), (b) employment (e.g., professional qualifications, work conditions and rewards, commitment, and employability), and (c) personal (e.g., demographics, family, and cognitive/ affective). Conceptual and methodological considerations related to attrition/retention research are also considered.
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