Abstract
Acquired or learned helplessness is one of the most popular research subjects reported in the psychological literature in recent decades. The present study examined the relationship between involvement in decision-making at the school and learned helplessness among special-education teachers in the Israeli Arab sector. The importance of this study lies in its focused examination of variables that correlate with states that have an adverse effect on the education system, such as stress and burnout. Special-education teachers were randomly selected from several special-education schools. The findings gave considerable support to the hypotheses that predicted a negative correlation between school involvement and learned helplessness. The conclusions of this study support greater involvement of teachers in the school in order to improve their well-being and work efficiency.
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