A Study on the Intention to Quit of Special Education Teachers for Students with Mental Retardation

A total of 306 teachers sent back the survey with a respondent rate of 81.4%. Soon after the analyses of the survey results, semi-structured personal interviews were then conducted to 7 respondents who are determined as \"the most likely quitter\" and 6 respondents who considered as \"the least likely quitter\". The collected data were analyzed to portrait the qualitative and quantitative aspects concerning factors which influence special education teachers\' withdrawal cognition.

The results showed that: A. The overall turnover intention The overall tunrover intention of the respondents were moderate, the majority of teachers were willing to stay in job. However, there were 34.4% of the respondents who showed higher intention of finding another job. B. Factors related to turnover intention According to the questionnaires analyses, demographic data （i.e.,school type, age, years of experiences in normal education, and transfer experience） show statistically significant influences of a teacher\'s turnover intention.

Teacher who taught in the elementary school level, in his/her older age, with several years of normal education experiences, and never have job transfer experience was considered having lower intention to quit. C. The prediction of turnover intention The degree of recognition regarding current special educaiton system and policies was found to be the most influential factor in predicting teacher\'s turnover intention. The level of job stress, job satisfaction, age, school type, job morale, and professional efficacy were also found to be effective predictor.

D.The most likely reasons for quitting job Based on the analyses of survey and interview results, the most likely reasons for teachers to quit their jobs including: 1) school showed less concern on special education, 2) the leadership style of the administrative staff were not acceptable, and 3) the climate of working environment is not pleasant. E.The suggestions to improve special education working environment The suggestions to improve special education working environment including: 1) to develop alternative program for in-service training, 2) clarify the requirement for supporting specail education program from the administrative perspect, and 3) properly reduce the extra job loading of teachers for students with mental retardation.