Burnout among special education teachers: exploring the interplay between individual and contextual factors

Abstract

ABSTRACT Special education teachers are among the professional figures in the educational sector who risk high levels of burnout. This study explores which variables among individual factors (i.e. socio-demographics, personal self-efficacy, computer self-efficacy) and contextual factors (i.e. collective self-efficacy and work organisation) can predict burnout among special education teachers. Participants included 3171 Italian special education teachers in primary, middle and high schools. They filled out the Copenhagen Burnout Inventory, the Perceived Personal and Collective Self-efficacy in the School Context Scale, the Intrapersonal Technology Integration Scale, and a questionnaire developed specifically to investigate socio-biographical characteristics and teaching organisation. A multivariate LASSO regression model was used to select the most significant predictors. The results identified multiple variables associated with burnout, both among individual factors (e.g. gender, self-efficacy) and contextual ones (e.g. lack of shared involvement in the Individualized Education Program). These results provide new perspectives for planning interventions for special education teachers taking into consideration both their individual characteristics and the context they work in. Limitations of the study and possible further research are discussed.