This paper explores key insights from a study on teacher retention in the Federated States of Micronesia (FSM), with a particular focus on small island states (SIS) and special education teachers (SETs)—a critical subset of the teaching workforce. The study is part of Project Current—Commitment to Retaining New Teachers, a three-year initiative aimed at improving the retention of special education teachers and early intervention personnel in FSM. Funded by the U.S. Department of Education, the project is implemented by the Federated States of Micronesia National Department of Education (FSM-NDOE) with technical support from Sigma Associates.

Teacher retention is a key indicator in the UNESCO Sustainable Development Goals (SDGs). Indicator 4.c.6 under Target 4.c. of the SDGs stipulates that “by 2030, [the goal is to] substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.”

Like other small island states, retaining teachers is a pressing challenge in FSM. To help increase retention, FSM-NDOE rolled out a four-pronged plan aimed at:
(1) building the knowledge and skills of new and seasoned teachers, their principals, and others in the states;
(2) enhancing teachers’ confidence, capabilities, and commitment to continue their practice by providing just-in-time learning focused on High Leverage Practices (HLPs);
(3) preparing and supporting school teams in each state, composed of, at a minimum, two teachers and the principal. Using HLPs, the goal is to address teacher isolation and ensure that special education teachers (SPED) have the knowledge, technical and social support, and guidance needed to succeed.

In this presentation, we share current challenges faced by FSM special educators through a comprehensive review of secondary and primary data. First, we present a problem statement that highlights the effect of poor teacher retention on the achievement of learning outcomes for the general student population, and particularly for students with disabilities. Next, we provide a literature review of teacher retention in countries with diverse geographies and income levels. This section is followed by a description of the data collection methodology, a presentation of the findings, and a discussion of the implications of the results for the development of FSM’s teacher retention plan.

Some illustrative findings from the analysis of secondary and primary data on teacher retention in FSM point to multiple predictors of SPED teachers’ attrition in small island states. (1) Potential leavers reported that stress, negative student attitudes, pedagogical disagreements, insufficient supplies, and work overload are primary reasons for attrition. (2) Except for a significant dip in attrition in 2021, teachers are still leaving the profession at a rate that is higher than the acceptable maximum of 10 percent. However, attrition is less of a problem among certified teachers, whose attrition rate is equal to or less than 5 percent.

Finally, teachers' need for engagement in new challenges seems to be an important consideration in their retention. Indeed, 54.4% of teachers reported that seeking new challenges is a key factor in their decision to leave the profession.

Keywords: Retention, Special Education, Small Island States, teachers.