Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

Autor/inn/en	Wong, Venus W.; Ruble, Lisa A.; Yu, Yue; McGrew, John H.
Titel	Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes
Quelle	In: Exceptional Children, 83 (2017) 4, S.412-427 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402917690729
Schlagwörter	Teacher Burnout; Educational Quality; Stress Variables; Special Education; Individualized Education Programs; Pervasive Developmental Disorders; Autism; Young Children; Instructional Effectiveness; Learner Engagement; Student Participation; Models; Randomized Controlled Trials; Correlation; Parent Teacher Cooperation; Early Childhood Education; Diagnostic Tests; Observation; Measures (Individuals); Regression (Statistics); Statistical Analysis; Autism Diagnostic Observation Schedule; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Quality of education; Bildungsqualität; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Autismus; Frühe Kindheit; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Analogiemodell; Korrelation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Diagnostic test; Diagnostischer Test; Beobachtung; Messdaten; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's (1999) model to understand the direct effects of burnout on teaching in general and stress arising from interaction with a specific student on the individualized education program (IEP) outcomes of young children with autism spectrum disorder. We also examined indirect effects through teaching quality and student engagement. The results indicated that one of the three components of burnout--teacher personal accomplishment--was directly related to IEP outcomes, a distal effect, whereas stress was directly related to teaching quality and student engagement, which were more proximal effects. In addition, teacher stress, emotional exhaustion, and depersonalization had indirect effects on IEP outcomes through teaching quality and student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01