Revisiting Burnout Among Special Education Teachers: Do Age, Experience, and Preparation Still Matter?

Abstract

A study of special education teacher burnout conducted nearly 20 years ago was replicated with a sample of 300 current teachers to examine changes that may have occurred due to evolution of the field. Specifically, the relationships of participants' age, amount of regular and special education teaching experience, certification status, and amount of professional preparation to three dimensions of burnout—emotional exhaustion, depersonalization, and personal accomplishment—were examined. Results of the current study are reported, analyzed, and compared to those of the earlier study. A major finding is that teachers' age, amount of special education experience, and amount of preparation have markedly increased in the 20 years between the two studies. A second major finding is that age, experience, certification status, and preparation are not as significantly related to the experience of professional burnout as in the past, although older, more experienced teachers do appear to find more personal accomplishment in their work. Interpretations related to changes in the delivery of special education services, increased preparation to reduce stress and ameliorate burnout, and greater availability of collegial support are identified as possible influential factors. Implications of these findings for pre-service and in-service preparation, support and mentoring, and the supply of special educators are suggested.