Program

Education K-12 M.A.

Number of Pages

65

Year Approved

2026

First Advisor

Amie Grubidge

Second Reader

Lisa Silmser

Abstract

This thesis reviews current studies to examine how collegial support is a key component of beginning special education teacher retention through classroom and instructional support, observations and coaching, and emotional and mental health support. The literature shows that across rural and urban school districts in the United States, colleagues and their support play an important role in the retention of beginning special education teachers. The thesis also points to the need for further research on mentorship and induction programs for beginning special education teachers as they navigate their unique roles. While the results show the impact of collegial support on retention, there are limitations, including small sample sizes, a lack of rural studies on collegial support for beginning special education teachers, and limited research following the COVID-19 pandemic. The findings support the idea that beginning special education teachers need holistic support across the classroom, during observations, and in navigating their work-life balance to ultimately aid in their retention.

Degree Name

Education K-12 M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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