The Implications of Demographic Variables as Related to Burnout among a Sample of Special Education Teachers

Autor/inn/en	Williams, Joy; Dikes, Catherine
Titel	The Implications of Demographic Variables as Related to Burnout among a Sample of Special Education Teachers
Quelle	In: Education, 135 (2015) 3, S.337-345 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Demography; Predictor Variables; Special Education Teachers; Teacher Burnout; Emotional Problems; Questionnaires; Teacher Surveys; Gender Differences; Marital Status; Correlation; Teacher Attitudes; Age Differences; Educational Attainment; Statistical Significance; Measures (Individuals); Statistical Analysis; Alabama; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Demografie; Prädiktor; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Fragebogen; Geschlechterkonflikt; Familienstand; Korrelation; Lehrerverhalten; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Messdaten; Statistische Analyse
Abstract	The attrition rate of highly qualified special education teachers is a pervasive problem in the United States. This study investigated the association between the burnout subscales of emotional exhaustion, depersonalization, and personal accomplishment relative to 10 demographic variables. Sixty-five special education teachers constituted the study sample. The study relied on data obtained from the Maslach Burnout Inventory-Educators Survey and a demographic questionnaire. The mean reliability coefficient (Cronbach's a) for the subscales comprising the instrument was found to be a = 0.81. Results were analyzed descriptively (frequencies and percentages). Gender and Marital status were also analyzed inferentially using the t-test. Descriptive findings suggested an association between all of the demographic variables and burnout. However, inferential analysis of gender and marital status related to the three subscales indicated that the differences were not statistically significant. Findings resulted in practice and policy recommendations for special education teachers and educational leaders. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01