Burnout, Job Satisfaction and Instructional Assignment-Related Sources of Stress in Greek Special Education Teachers

Autor/inn/en	Platsidou, Maria; Agaliotis, Ioannis
Titel	Burnout, Job Satisfaction and Instructional Assignment-Related Sources of Stress in Greek Special Education Teachers
Quelle	In: International Journal of Disability, Development and Education, 55 (2008) 1, S.61-76 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Promotion (Occupational); Job Satisfaction; Regular and Special Education Relationship; Special Education Teachers; Disabilities; Foreign Countries; Teacher Burnout; Stress Variables; Measures (Individuals); Elementary Schools; Teacher Attitudes; Greece + Suchen Sie Ihr Suchwort? Aufstiegsberuf; Berufsförderung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Ausland; Burnout-syndrom; Burnout; Burnout-Syndrom; Messdaten; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Griechenland
Abstract	In the literature concerning Greek special education teachers, there is little evidence regarding the perceived levels of burnout, job satisfaction, and job-related stress factors. The present study focused on the above issues. A sample of 127 Greek special education teachers at the primary school level was tested with the Maslach Burnout Inventory, the Employee Satisfaction Inventory, and the Inventory of Job-related Stress Factors (an instrument created for this study). Results indicated that Greek special education teachers reported average to low levels of burnout. They reported moderately high levels of satisfaction with their job, the principal, and the school organisation as a whole; they also reported average satisfaction with work conditions and low satisfaction with prospects of promotion and pay. Four factors were identified on the job-related stress factors: teaching in a multi-category classroom, programme organisation and implementation, assessment of students, and collaborations with other special education experts and parents. The special education teachers perceived none of these issues as particularly overwhelming. Moreover, few significant effects of age, gender, and family status were identified. The above results are consistent with other studies that have focused on Greek regular education teachers, which have indicated that, in general, this group do not experience high levels of occupational stress. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10