Abstract
Predictive factors for burnout are essential for both explaining and preventing teacher burnout. Unlike individual and organizational factors, transactional factors (i.e., interactions between individual and organizational factors), despite their importance, have not been systematically synthesized. Therefore, this study aims to explore which transactional factors were examined and how they predicted burnout among special education teachers in Korea through a systematic review of studies published in the last decade (from 2011 to 2021). In the 17 studies, nine factors (job stress, emotional labor, empowerment, organizational commitment, teacher efficacy, job satisfaction, perceptions of students’ problem behaviors, social support, and school organizational climate) were identified as transactional factors of burnout. Most factors were directly or indirectly associated with special education teachers’ burnout. Practical implications for teachers, study limitations, and directions for future studies are also discussed.
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