Working Conditions and Burnout of Special Educators of Students With EBD: Longitudinal Outcomes

IF 2.6 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teacher Education and Special Education Pub Date : 2022-03-01 DOI:10.1177/08884064221076159

Nelson C. Brunsting, Elizabeth F. Bettini, Marcia L. Rock, E. A. Common, D. J. Royer, K. Lane, Fei Xie, Aiai Chen, Fanyi Zeng

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引用次数: 8

Abstract

Special education teacher (SET) burnout is a significant concern, especially for SETs serving students with emotional–behavioral disorders (EBD), as they tend to experience higher burnout than other teachers. Working conditions, especially social support, have the potential to ameliorate burnout, but prior research has not articulated the sources and types of social support that are most important. The authors conducted a longitudinal study, surveying 230 SETs serving students with EBD at three time points across one school year. Data revealed administrative support, adequacy of planning time, and autonomy in fall predicted emotional exhaustion and personal accomplishment in winter and spring. Associations between working conditions and burnout components were partially mediated by SETs’ perceptions of workload manageability. SET change in well-being due to COVID-19 during the early months of the pandemic was not associated with burnout. The authors discuss implications, limitations, and directions for future inquiry.

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EBD学生特殊教育者的工作条件与职业倦怠:纵向结果

特殊教育教师（SET）的倦怠是一个值得关注的问题，尤其是对于为患有情绪行为障碍（EBD）的学生服务的SET，因为他们往往比其他教师经历更高的倦怠。工作条件，特别是社会支持，有可能改善倦怠，但先前的研究尚未阐明最重要的社会支持的来源和类型。作者进行了一项纵向研究，在一个学年的三个时间点调查了230名为EBD学生服务的SET。数据显示，行政支持、计划时间的充足性和秋季的自主性预测了冬季和春季的情绪衰竭和个人成就。工作条件和倦怠成分之间的关联部分是由SET对工作量可管理性的感知介导的。在大流行的最初几个月，由于新冠肺炎导致的SET幸福感变化与倦怠无关。作者讨论了未来研究的含义、局限性和方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teacher Education and Special Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.40

自引率

10.30%

发文量