A motivational perspective on teacher retention in special education: a critical case from Turkey

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dc.authorid0000-0002-4906-2654
dc.authorid0000-0002-9815-6809
dc.authorid0000-0001-9406-8361
dc.authorscopusid36133288700
dc.authorscopusid56458946900
dc.authorscopusid57195412195
dc.authorwosidTülübaş, Tijen/AAU-9277-2021
dc.authorwosidGöktürk, Şöheyda/AAQ-9871-2020
dc.authorwosidBozoğlu, Oğuzhan/AAU-7720-2020
dc.authorwosidGöktürk, Şöheyda/F-6215-2018
dc.contributor.authorGöktürk, Soheyda
dc.contributor.authorTulubaş, Tijen
dc.contributor.authorBozoglu, Oguzhan
dc.date.accessioned2022-05-11T14:48:21Z
dc.date.available2022-05-11T14:48:21Z
dc.date.issued2021
dc.departmentYüksekokullar, Yabancı Diller Yüksekokulu, Yabancı Diller Bölümü
dc.description.abstractThis qualitative study interrogates fourteen cases of general education homeroom teachers who were first transferred to special education teaching by the Ministry of Education in Turkey without their own volition and later preferred to stay in special education even after they were redeemed their rights to return to general education. Studying these teachers is critical in discovering what factors motivated them to stay in special education field compared to those who were dissatisfied in the field and preferred to return to general education. The results of the thematic analysis had close linkages to Herzberg's two-factor theory of motivation, which indicated that primarily internal factors (motivation factors) affected teachers' decision to stay or leave, and external (hygiene) factors supported their decisions. The findings present critical insights and implications for both practitioners and policy makers in regard to retaining qualified teachers in special education field.
dc.identifier.doi10.1007/s10671-020-09267-5
dc.identifier.endpage78
dc.identifier.issn1570-2081
dc.identifier.issn1573-1723
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85085652059
dc.identifier.scopusqualityQ2
dc.identifier.startpage63
dc.identifier.urihttps://doi.org/10.1007/s10671-020-09267-5
dc.identifier.urihttps://hdl.handle.net/20.500.11776/10629
dc.identifier.volume20
dc.identifier.wosWOS:000536745900001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorTulubaş, Tijen
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducational Research For Policy and Practice
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectRetention
dc.subjectAttrition
dc.subjectSpecial education
dc.subjectTwo-factor theory
dc.subjectMotivation
dc.subjectJob-Satisfaction
dc.subjectSelf-Efficacy
dc.subjectI Teach
dc.subjectAttrition
dc.subjectAutonomy
dc.subjectSupport
dc.subjectSample
dc.subjectLeave
dc.titleA motivational perspective on teacher retention in special education: a critical case from Turkey
dc.typeArticle

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