Psychological Dimensions of Professional Burnout in Special Education: A Cross-Sectional Behavioral Data Analysis of Emotional Exhaustion, Personal Achievement, and Depersonalization.

Abstract

Background and objectives: Professional burnout threatens special education teachers' well-being and educational service quality through three psychological dimensions: emotional exhaustion, depersonalization, and personal achievement. Limited studies have employed behavioral data analysis to examine burnout patterns in special education and their relationships with demographic factors and contemporary stressors. This study aimed to (1) identify burnout levels among Greek special education teachers, (2) determine demographic risk factors, and (3) examine relationships between burnout dimensions and COVID-19 psychological impact.

Materials and methods: A cross-sectional study surveyed 114 special education teachers from Achaia and Aitoloakarnania prefectures, Greece (response rate: 87.7%), using the Maslach Burnout Inventory-Educators Survey (MBI-ES) and demographic questionnaires. Behavioral data analysis integrates traditional statistics with advanced techniques, including cluster analysis and classification modeling.

Results: Four distinct burnout profiles emerged: Low Burnout (36.8%), Moderate Emotional Exhaustion (30.7%), High Risk (21.9%), and Depersonalization-Dominant (10.5%). Overall burnout prevalence was low, with 73.7% showing minimal depersonalization and 67.5% maintaining high personal achievement. Employment status emerged as the strongest predictor of burnout risk. Emotional exhaustion was the primary predictor of COVID-19 psychological impact (r = 0.547, p < 0.001), explaining 29.9% of pandemic-related distress variance. Male substitute teachers demonstrated the highest vulnerability to depersonalization, while experienced female permanent teachers showed resilience patterns.

Conclusions: Behavioral data analysis revealed distinct burnout patterns enabling personalized interventions. Emotional exhaustion serves as both a key vulnerability factor and primary intervention target. These findings support targeted approaches to occupational health with implications for educational policy. Limitations include cross-sectional design and regional sampling. Future longitudinal studies should validate these patterns across diverse educational contexts.