School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout

Autor/inn/en	Ruble, Lisa; McGrew, John; Fischer, Melanie; Findley, Jordan; Stayton, Rebecca
Titel	School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout
Quelle	(2023), (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruble, Lisa) ORCID (Stayton, Rebecca) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education Teachers; Rural Schools; Teacher Burnout; Coping; Social Support Groups; Metacognition; Work Environment; Fatigue (Biology); Predictor Variables; Elementary School Teachers; Secondary School Teachers; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Burnout-syndrom; Burnout; Burnout-Syndrom; Bewältigung; Social support; Soziale Unterstützung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Arbeitsmilieu; Fatigue; Ermüdung; Prädiktor; Elementary school; Grundschule; Volksschule
Abstract	Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers (n = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor, excessive work demands, and several teacher intrapersonal variables, coping, social support, and mindfulness skills predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout. [This is the online version of an article published in "Rural Special Education Quarterly."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01