Abstract
The purpose of this qualitative study was to explore the lived experiences of special education educators across various regions of the United States. Past research on special education has highlighted issues related to teacher burnout, lack of support, and systemic inequities, but has often overlooked the voices of those most directly involved in the work. This phenomenological study answered the following research question: What are the lived experiences of special education educators? Participants were 5 current special education educators from diverse geographic regions and grade levels, representing varying levels of experience, race, and educational backgrounds. The data collection method included semi-structured interviews conducted via Zoom, lasting approximately 30 minutes each. All interviews were audio recorded, transcribed, and analyzed using the qualitative data analysis software Atlas.ti. Validation strategies included peer review and rich, thick description to ensure credibility and validity. Results were coded into the following five themes: The Power of Relationships, Systemic and Institutional Barriers, Going Beyond the Role, Rooted in Purpose and Fulfillment, and Sustaining Well-Being. The findings indicated that special education educators regularly extend beyond their formal duties to advocate for their students and themselves, often navigating systems that provide limited resources or recognition. Despite these challenges, participants found meaning through student progress, relational connections, and their commitment to equitable education. The results of this study can offer insights into the lived realities and helping initiate positive change for teacher retention, policy development, and support frameworks in special education settings.
Keywords: special education, teacher experiences, burnout, well-being, phenomenology