Abstract
Proffessional burnout is a syndrom associated with a group symptoms such as emotional exhaustion, depersonalization and personal acomplishements. Proactive coping is considered those cognitive and behavioral efforts made to master and tolerate or reduce internal and external demands and conflicts among them. Special education teachers are in a direct contact with special needs of the students. They are more prone to experience burnout due to the way the perceive job demands and lack of personal resources to use coping strategies. The aim of this is to investigate correlations between burnout and proactive coping categories and to predict which of these correlation variables best predict emotional exhaustion as the main symptom of burnout. Results showed significant correlations between emotional exhaustion and strategic planning, preventing coping and emotional support seeking. Multiple regression analysis was used to predict which variable of proactive coping categories best predict emotional exhaustion. Emotional support seeking had statistic significance to predict emotional exhaustion for the total variances explained in this study. DOI: 10.5901/ajis.2015.v4n3s1p18
Highlights
The special education teachers have directly contact with students
Proffessional burnout is a syndrom associated with a group symptoms such as emotional exhaustion, depersonalization and personal acomplishements
The pupose of this study is to show levels of experienced burnout among special education professionals and to examine significant correlations between job burnout subscales and proactive coping subscales in a group of 60 special education professionals
Summary
The special education teachers have directly contact with students. They are responsible to meet their educational needs, like designing and implementing the Individualised Education Plan, evaluation and reevaluation, behavioral assessments, and other intervention plans. Overload at work , lack of support resources and too many responsabilities at one time are the major factors increasing the possibility to put the special education teachers at risk of burnout. Teacher experience burnout when the their perceived stress overcomes their resources to cope with in an adequate way leading to exhaustion, cynism and low of personal acomplishements. Coping strategies oriented to the problem in combination with coping strategies focused to avoidance is more successful for for adaptation and wellbeing of the individuals This is called according to as flexible coping with is more effective in controlling of work stressors. Some people are more oriented to live their lives in such a way they accumulate resources and prepare themselves before stressful situations occur They consider stressors as challenges and they are motivated to succeed and overpass them. It activates the parasympathetic system, which may lead to burnout, depression and other different illness or even death. (Schwarzer, R., & Taubert, S. 2002)
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