A Meta-Analysis of Special Education Teachers' Burnout

Autor/inn/en	Park, Eun-Young; Shin, Mikyung
Titel	A Meta-Analysis of Special Education Teachers' Burnout
Quelle	In: SAGE Open, 10 (2020) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Mikyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020918297
Schlagwörter	Teacher Burnout; Special Education Teachers; Correlation; Student Characteristics; Age Differences; Self Efficacy; Stress Variables; Teacher Characteristics; Institutional Characteristics; Job Satisfaction; Educational Attainment; Teaching Experience; Coping; Teaching Conditions; Emotional Response; Achievement; Measures (Individuals); Students with Disabilities; Secondary School Teachers; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Korrelation; Age; Difference; Age difference; Altersunterschied; Self-efficacy; Selbstwirksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Bildungsabschluss; Bildungsgut; Bewältigung; Lehrbedingungen; Unterrichtsbedingungen; Emotionales Verhalten; Performance; Leistung; Messdaten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This meta-analysis verifies associations between three dimensions of special education teachers' (SET) burnout (emotional exhaustion, depersonalization, and personal accomplishment) and student-, teacher-, and school-related variables. Altogether, 28 peer-reviewed English articles and 13 dissertations (total sample of teachers = 6,623) published between 1983 and December 2018 were analyzed. The degree of correlation effect sizes between special education teachers' burnout and its related variables was extensive. Results revealed distinct relations by each burnout dimension: emotional exhaustion, depersonalization, and personal accomplishment and student-, teacher-, and school-related variables. Student age (Fisher's Z = 0.316) was significantly associated with SET depersonalization. Self-efficacy (Fisher's Z = -0.390, emotional exhaustion; -0.321, depersonalization; 0.633, personal accomplishment), stress (0.366, emotional exhaustion; 0.340, depersonalization; -0.110 personal accomplishment), and support from school personnel (-0.119, emotional exhaustion; -0.140, depersonalization; 0.172, personal accomplishment) were also significantly related to each burnout dimension. Support programs to relieve SET burnout must consider these variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01