An evaluation of special education teacher retention strategies in Lafia LGA, Nasarawa State
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Background of the Study
Teacher retention is a critical factor in ensuring the continuity and quality of special education programs. In Lafia LGA, Nasarawa State, the retention of special education teachers has become a major concern due to the increasing demand for inclusive education and the specialized skills required to support students with disabilities. Over recent years, a variety of retention strategies have been implemented, including improved remuneration, professional development opportunities, and enhanced working conditions, with the aim of reducing turnover and fostering a stable teaching workforce (Afolabi, 2023). These initiatives are designed to address the unique challenges faced by special education teachers, who often work under conditions of high stress and limited resources. Research has demonstrated that consistent teacher retention positively influences the quality of education, providing continuity in instructional delivery and contributing to better student outcomes (Obi, 2024).
However, despite these efforts, many schools in Lafia LGA continue to experience high turnover rates among special education teachers. Contributing factors include burnout due to excessive workload, inadequate administrative support, and the lack of a clear career progression pathway (Ike, 2025). Additionally, the specialized nature of special education requires a unique skill set that is not always adequately supported by existing professional development programs. As a result, teachers may feel undervalued and underprepared, leading to dissatisfaction and eventual attrition. The present study aims to evaluate the effectiveness of current teacher retention strategies in Lafia LGA, examining both the quantitative aspects of retention rates and the qualitative experiences of educators. By gathering data from teacher surveys, administrative records, and in-depth interviews, the research intends to identify the key determinants of teacher retention and propose targeted interventions to enhance job satisfaction and long-term commitment among special education professionals (Afolabi, 2023). The ultimate goal is to contribute to a more stable and effective teaching force that can consistently deliver high-quality special education services.
Statement of the Problem
Despite ongoing efforts to improve the retention of special education teachers in Lafia LGA, a significant challenge remains in maintaining a stable and experienced workforce. High attrition rates among special education teachers have led to disruptions in instructional continuity, negatively impacting the quality of education for students with disabilities (Obi, 2024). Factors such as excessive workload, insufficient remuneration, and limited professional growth opportunities have been identified as primary contributors to teacher burnout and turnover (Ike, 2025). Furthermore, the lack of robust support systems and mentoring programs exacerbates the problem, leaving many special education teachers feeling isolated and undervalued. These issues not only diminish the overall quality of special education services but also hinder the development of a positive and supportive educational environment. As special education programs become more integrated into mainstream education, the need for experienced and committed teachers is more critical than ever. This study seeks to investigate the factors contributing to high attrition rates among special education teachers in Lafia LGA, assess the effectiveness of existing retention strategies, and identify gaps that may be addressed through targeted policy interventions. By examining both the quantitative retention data and qualitative insights from educators, the research aims to provide a comprehensive analysis of the current situation. The findings will serve as a basis for recommending improvements in teacher retention strategies, with the ultimate goal of ensuring that special education services are delivered by a stable, well-trained, and motivated workforce (Afolabi, 2023; Obi, 2024).
Objectives of the Study
• To determine the current retention rate of special education teachers in Lafia LGA.
• To identify the key factors influencing teacher attrition in special education.
• To recommend strategies for improving the retention of special education teachers.
Research Questions
• What is the current rate of special education teacher retention in Lafia LGA?
• What factors contribute most significantly to teacher attrition in special education?
• How can retention strategies be enhanced to promote long-term commitment among special education teachers?
Research Hypotheses
• H1: Improved remuneration and benefits are positively correlated with higher retention rates among special education teachers.
• H2: High workload and insufficient support significantly contribute to teacher attrition.
• H3: Effective professional development and mentoring programs lead to improved teacher retention.
Significance of the Study
This study is significant as it evaluates the effectiveness of teacher retention strategies in Lafia LGA, providing insights into factors that influence special education teacher stability. The findings will guide policymakers and school administrators in designing interventions to reduce teacher turnover and enhance job satisfaction. Improved retention is expected to result in better educational outcomes for students with disabilities and contribute to a more robust special education system. Ultimately, the research supports the development of sustainable practices that foster a committed and competent teaching workforce (Afolabi, 2023; Obi, 2024).
Scope and Limitations of the Study
This study is confined to the evaluation of teacher retention strategies in special education within selected schools in Lafia LGA. It focuses on factors affecting retention and does not extend to other aspects of teacher performance or national educational policies.
Definitions of Terms
• Teacher Retention: The ability of an educational institution to retain qualified teachers over time.
• Special Education: Tailored educational services for students with disabilities.
• Professional Development: Ongoing training and support aimed at enhancing teaching skills and career growth.
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