Special Education Teacher Burnout and ACT

Autor/inn/en	Emery, Debra W.; Vandenberg, Brian
Titel	Special Education Teacher Burnout and ACT
Quelle	In: International Journal of Special Education, 25 (2010) 3, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Job Satisfaction; Self Efficacy; Teacher Burnout; Special Education Teachers; At Risk Persons; Stress Variables; Teacher Persistence; Labor Turnover; Teacher Shortage; Counseling Techniques; Psychological Patterns; Intervention; Stress Management; Research Methodology; Behavior Modification; Values + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Risikogruppe; Lehrermangel; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Stressmanagement; Stressbewältigung; Research method; Forschungsmethode; Behaviour modification; Verhaltensänderung; Wertbegriff
Abstract	Special educators are a high risk group, prone to low job satisfaction, low self-efficacy, and increased stress and burnout. The attrition rate of special educators is particularly high, contributing to an overall shortage of qualified teachers throughout the United States. While the problems of special educators are widely discussed in the literature, scant intervention research has targeted this population, and what has been done suffers from design limitations, lack of a guiding theoretical framework, and a focus on symptom reduction, rather than mediating psychological processes. Acceptance and commitment therapeutic (ACT) interventions hold promise for addressing special education teacher burnout. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10