Date of Award

2026

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership (Curriculum and Instruction)

Department

Teacher Education

First Advisor

Dr. Parul Acharya

Second Advisor

Dr. Dana Griggs

Third Advisor

Dr. Christopher LeMieux

Abstract

The persistent, critical shortage of special education paraprofessionals demands a fundamental shift in retention strategy from solely monetary incentives to an understanding of contextual, non-monetary drivers. This quantitative, correlational study investigated the influence of eight contextual factors on special education paraprofessionals’ perceived sense of workplace belongingness within a North Georgia suburban school district. The study utilized the Integrative Belongingness Framework (IBF). Data were collected from 103 current and former paraprofessionals using a validated, self-report survey. Multiple linear regression analyses revealed a complex pattern of predictors, led by a novel finding termed as the Prestige Paradox. The overall models for prestige and reputation (adjusted r2 = 0.302, p < 0.001) and workplace engagement (adjusted r2 = 0.230, p < 0.001) were the most substantial predictors of belongingness. Counter-intuitively, the Prestige Paradox demonstrated that as paraprofessionals' perceived external prestige increased, their self-reported sense of organizational belonging significantly diminished (B = +0.88). This signals a Dissonance of Value, where high-stakes external importance is undermined by unfulfilled internal psychological contracts of respect and procedural fairness. Conversely, social engagement (peer-to-peer relationships) was a robust and conventional predictor of belonging (B = -0.65, p < 0.001), emphasizing that peer support is the primary source of organizational attachment. Furthermore, the overall model for professional development was not statistically significant, indicating that existing training structures are ineffective as a non-monetary retention tool. These findings underscore that a paraprofessional’s sense of belonging is a highly sensitive, relational construct. Educational leaders must move beyond generic praise and address the Dissonance of Value by actively fostering peer-led social collaboration, implementing informational and procedural fairness, and reforming professional development to build genuine, role-specific competencies. This targeted approach is essential to cultivating an environment of internal value that is necessary to stabilize this critical workforce.

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Available for download on Thursday, June 01, 2028

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