The Role of Transformational Leadership in Special Education Teacher Retention in Non-Public Schools
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excessive workload combined with additional responsibilities and the ongoing management of student crisis behaviors, reflecting the intensified demands of non-public special education settings (Adera & Bullock, 2010
Tickle et al., 2011). The findings of this study contribute to the limited body of research on special education teacher retention in non-public school settings by demonstrating how transformational leadership practices shape teachers’ experiences and decisions to stay or leave. The study offers practical implications for non-public school leaders by highlighting the importance of intentional, relationship-centered leadership approaches that address the unique organizational and instructional demands of these settings to support teacher well-being and long-term retention.
Bettini et al., 2020). In contrast, administrative practices aligned with transformational leadership, particularly individualized consideration, shared responsibility, and modeling professional practices, were perceived as protective factors that mitigated stress and supported teacher retention. Specifically, leader accessibility and visibility, proactive staffing and scheduling practices, cohesive behavioral support systems, and meaningful coaching, feedback, and recognition were identified as leadership practices that enhanced teachers’ sense of professional validation, reduced emotional exhaustion, and increased commitment to their programs (Boyd et al., 2011
Leithwood, 1994, 2008), this study employed a basic interpretive qualitative design grounded in a constructivist epistemology. Data were collected through semi-structured interviews with 19 special education teachers who were currently teaching or had previously taught in the non-public school setting. Findings indicated that teachers’ perceptions of leadership practices played a central role in shaping their working conditions, job satisfaction, and sense of sustainability within non-public school programs. Two primary sources of stress and emotional exhaustion emerged
O’Brien et al., 2019). Although research on the retention of special education teachers continues to grow, there is limited research examining teacher retention specifically within non-public or separate day school settings.The purpose of this qualitative study was to explore the experiences of special education teachers working in non-public school programs to identify the administrative supports that influenced their decisions to remain in their current positions, migrate to another school, or leave the profession altogether. Guided by transformational leadership theory (Burns, 1978
Bettini et al., 2019
Leithwood, 2008
Special education teacher retention continues to be a significant challenge nationwide, particularly within non-public school programs that serve students with significant emotional and behavioral disabilities. Prior research has established that special educators experience higher levels of stress, emotional exhaustion, and attrition compared to their general education counterparts due to demanding working conditions, supporting students with significant emotional and behavioral disabilities, and insufficient administrative support (Billingsley, 2007
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