特殊教育倦怠和工作投入的稳定性和预测因素的测量比较

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-07-31 DOI:10.1177/07419325241265979

Lisa Ruble, Christopher J. Cormier, John McGrew, David M. Dueber

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引用次数: 0

摘要

特殊教育教师（SET）的压力和职业倦怠是一个重大问题。本研究对全美共 490 名特殊教育教师进行了调查。本研究的目的是：(a) 评估和比较三种职业倦怠/工作投入度量表，即马斯拉赫职业倦怠量表（Maslach Burnout Inventory，MBI）、奥登堡职业倦怠量表（Oldenburg Burnout Inventory，OLBI）和乌得勒支工作投入度量表（Utrecht Work Engagement Scale，UWES）；(b) 研究在 COVID-19 大流行的一个学年中的变化。观察发现，MBI 和 OLBI 存在严重的测量质量问题，包括值得怀疑的收敛有效性。在 MBI 和 OLBI 中，发现 SET 的职业倦怠高度稳定。在整个学年中，教师倦怠感的平均变化很小，对 COVID 影响的看法以及人口统计学和学校变量通常不能预测任何测量指标的倦怠感变化。本文讨论了其影响。

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A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement

Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed.

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.