Factors Affecting Special Education Teachers’ Attrition and Retention: A Systematic Review of Literature | ||
| مجلة کلية التربية. بنها | ||
| Volume 36, Issue 144.1, October 2025, Pages 1-37 PDF (868.46 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jfeb.2025.435809.2247 | ||
| Author | ||
| نزار بن حسن بن احمد باقضوض* | ||
| جامعة ام القري | ||
| Abstract | ||
| This systematic review explores the challenges and factors contributing to the attrition and retention of special education teachers in Saudi Arabia. Key issues such as inadequate training, job dissatisfaction, and professional burnout are examined. Special education teachers are pivotal in delivering equitable, high-quality education to students with disabilities. With the implementation of inclusive education policies such as “No Child Left Behind,” there is a growing emphasis on integrating students with disabilities into general education classrooms. Given the demanding nature of special education, targeted attention is required to support and retain qualified professionals, who are central to the success of inclusive education initiatives. Since the early 21st century, education has increasingly been recognized as a fundamental right and a cornerstone of democracy, civilization, and human development (Abdullah et al., 2017). Today, the global commitment to “education for all” emphasizes providing equitable learning opportunities to all students regardless of their background, race, gender, or ability (Kang & Martin, 2018). The World Education Forum in 2000, building on the 1990 international initiative, witnessed 189 countries pledge to expand access to quality education and reduce illiteracy (The World Bank, 2014). In alignment with this commitment, the 2006 UN Convention on the Rights of Persons with Disabilities—ratified by Saudi Arabia—affirms the right of individuals with disabilities to receive equitable, high-quality education (Daghustani & Mackenzie, 2021). | ||
| Keywords | ||
| Special education teachers; retention; attrition; inclusive education; students with disabilities | ||
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