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 = .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.
Highlights
The problem of teacher’s burnout has been the steady subject of research
Terms related to burnout such as emotional exhaustion, depersonalization, personal accomplishment, and burnout were inserted in Field 3
We focused on emotional exhaustion, depersonalization, and personal accomplishment following the three dimensions of the Maslach Burnout Inventory (MBI; Maslach & Jackson, 1996): depersonalization, that is, development of negative and cynical attitudes toward service users; emotional exhaustion, that is, staff feeling that they have little to offer at a psychological level to their work; and personal accomplishment, that is, staff evaluating themselves and their accomplishments positively
Summary
The problem of teacher’s burnout has been the steady subject of research. Special education teachers have been reported to be vulnerable to burnout Research on special education teachers’ burnout has become a major concern and is extensively studied (Brunsting et al, 2014; Leung & Lee, 2006); effective intervention strategies for burnout do not yet exist (Hastings & Brown, 2002). Burnout has a long-term relationship with individuals who are constantly exposed to fatigue, hostility, discouragement, maladjustment, discomfort, and restraint It is defined as a psychological syndrome involving three dimensions: emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment (Maslach, 1982). Various student-, teacher-, and school-related variables related to the onset of special education teachers’ burnout exist. Students with low SES were more likely to receive special education services, and teachers reported increased feelings of helplessness when these students demonstrated low academic achievement
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