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

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  • Additional Information
    • Availability:
      West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
    • Peer Reviewed:
      Y
    • Source:
      31
    • Subject Terms:
      Special Education Teachers; Teacher Burnout; Literature Reviews; Teaching Conditions; Teacher Persistence; Health; At Risk Persons; Statistical Analysis; Correlation; Classroom Environment; Teacher Characteristics; Institutional Characteristics; School Districts; Teacher Role; Role Conflict; Administrator Role; Disabilities; Age Differences; Gender Differences; Academic Achievement; Intervention; Teacher Attitudes
    • ISSN:
      0748-8491
    • 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 participants. 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, and implications for teachers and other practitioners are provided.
    • Abstract:
      As Provided
    • Number of References:
      72
    • Publication Date:
      2015
    • Accession Number:
      EJ1070195