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Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013 EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Nelson C. Brunsting Melissa A. Sreckovic University of North Carolina at Chapel Hill Kathleen Lynne Lane University of Kansas Abstract Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated the literature on special education teacher working conditions by reviewing studies (N = 23) that (a) included a quantitative measure of burnout and (b) focused on special education teachers as . An analysis of the studies reviewed provided a clear base of support for the association between burnout and a range of variables from the individual, classroom, school, and district levels. Bronfenbrenner's (1977) Ecological Model supplied the organizational framework for the range of variables. Teacher experience, student disability, role conflict, role ambiguity, and administrative support were particularly salient factors in special education teacher burnout. Important gaps in the research are discussed, future directions for researchers are outlined, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

Education and Treatment of Children , Volume 37 (4) – Oct 16, 2014

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Nelson C. Brunsting Melissa A. Sreckovic University of North Carolina at Chapel Hill Kathleen Lynne Lane University of Kansas Abstract Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated the literature on special education teacher working conditions by reviewing studies (N = 23) that (a) included a quantitative measure of burnout and (b) focused on special education teachers as . An analysis of the studies reviewed provided a clear base of support for the association between burnout and a range of variables from the individual, classroom, school, and district levels. Bronfenbrenner's (1977) Ecological Model supplied the organizational framework for the range of variables. Teacher experience, student disability, role conflict, role ambiguity, and administrative support were particularly salient factors in special education teacher burnout. Important gaps in the research are discussed, future directions for researchers are outlined,

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Oct 16, 2014

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