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SUSTAINING EXCELLENCE:

RETAINING SPECIAL EDUCATION TEACHERS THROUGH

CULTURALLY RESPONSIVE COLLABORATION

DAJUANA CHANEY & LYNETTE O'NEAL

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PUBLISHED IN:

 Volume 2, Issue 2, September  2025

Symposium & Webinar Series Proceedings​

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DOI:

https://doi.org/10.70144/dc020204pd

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KEY WORDS: 

collaborative models, cultural responsiveness, equity, teacher retention

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ABSTRACT:

This study examines the factors influencing special education (SPED) teacher retention in multicultural and urban schools, with a particular focus on culturally responsive collaboration. Grounded in Herzberg’s Two-Factor Theory, the research investigates both intrinsic motivators and structural supports that influence teacher satisfaction and longevity. Drawing on survey data from 72 educators—81percent of whom had SPED experience—the study identifies passion for teaching, a sense of purpose, and collegial support as key drivers for persistence. The findings suggest that while intrinsic factors sustain educators, they must be reinforced by collaborative environments and culturally responsive school cultures. This paper presents implications for school leadership, policy reform, and professional development practices designed to enhance retention outcomes in special education.

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