During and after the COVID-19 pandemic, a high turnover rate of PreK-12 special education teachers continues to persist. To ensure all students with disabilities receive equitable access to a special education teacher, turnover intentions among private school teachers require further insight due to a long-standing gap in research. Using the theoretical frameworks of Herzberg's (1959) Two-Factor Theory and Meyer & Allen's (1997) Three-Component Model of Commitment, this non-experimental correlational study examined the influence of six demographic factors related to teachers' perceptions of job satisfaction, motivational attitudes, and organizational commitment among special education teachers employed in PreK-12 suburban schools in the northeastern region of the United States. The study was conducted using the Teacher Satisfaction, Motivation, & Commitment of Present Employment (TSMCPE) Survey. Results found that all demographic factors had a significant influence on participants' job satisfaction, motivational attitudes, and organizational commitment. Findings were further supported by special education teachers' comments on their perceived commitment. The present study offers recommendations to the PreK-12 leadership community on ways to increase the likelihood of their special education teachers to remain in their present school/district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]