The Shortage of Fully Certified Teachers in Special and General Education

Abstract

Tbere has long been concern in special education about the shortage of teachers who are fully certified in their main teaching assignment. Based on a national probability sample of 46,599 public school teachers, this research provides data on the certification status of both special and general education teacbers. Findings are presented for four types of teachers who enter the teaching force each year, and for two types of teachers who continue in public schools from the prior year. Results showed a chronic annual shortage of about 29, 000 fully certified teachers in special education (9.8%), a level that was almost twice the number in general education (5.59%). The shortage of fully certified teachers in special education was attributable mostly to entering teachers (32% not fully certified) and to continuing teachers who had not become established in their teaching positions (14% not fully certified). These percentages were higher than observed in general education, a finding partly due to the higher rate of turnover of teachers in special education. Implications for teacher education, professional development, and retention are discussed.