Abstract
In order to explore whether the empathy ability of Chinese special education school teachers has an impact on their burnout, this study investigated 156 special education school teachers using the Empathy Competence Scale and the Burnout Scale. The results are as follows : (1)The scores of various dimensions of burnout of teachers in special education schools are all lower than the theoretical median, and the overall level of job burnout of this group is low. (2)Except imagination was not correlated with emotional exhaustion, other dimensions of empathy ability were significantly correlated with all dimensions of burnout (all p <0.05). (3)Regression analysis found that perspective taking could negatively predict emotional exhaustion and low personal accomplishment (all p <0.05). Empathy concern could negatively predict low personal achievement (p <0.05). Personal distress positively predicted emotional exhaustion, depersonalization, and low personal accomplishment (all p <0.001). Imagination could negatively predict emotional exhaustion and depersonalization (all p <0.05).
Highlights
According to the 2019 China Education Statistics Yearbook, there are currently 2,192 special education schools in China, with 62,400 teachers and 794,600 students
N.Li[6]et al (2016) found that total empathy ability scores, and perspective taking were negatively related to emotional exhaustion, and perspective taking was negatively related to depersonalisation, and positively related to personal accomplishment .T.Wang[7]et al (2015) found that the higher the scores of imagination and empathy care, the less likely burnout is to occur, and the increase of personal distress will enhance burnout
This study focuses on the phenomenon of burnout among teachers in special education schools, takes empathy ability as the starting point, investigates the current situation of burnout, and analyzes the relationship between burnout and empathy ability in order to provide a reference for the professional development and research of teachers in special education schools
Summary
According to the 2019 China Education Statistics Yearbook, there are currently 2,192 special education schools in China, with 62,400 teachers and 794,600 students. Some researchers point out that teachers in special education schools, as a highrisk group, are prone to burnout symptoms such as low job satisfaction, low self-efficacy, and emotional exhaustion, which may lead to their resignation or application for other. Teachers in special education schools need to be highly empathy ability to face students with hearing disabilities, autism, cerebral palsy and other disabilities, and to promote better professional development. This study focuses on the phenomenon of burnout among teachers in special education schools, takes empathy ability as the starting point, investigates the current situation of burnout, and analyzes the relationship between burnout and empathy ability in order to provide a reference for the professional development and research of teachers in special education schools
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