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Cited by 108Occupational Health and BurnoutStress and Burnout ResearchTeacher Professional Development and Motivation

BURNOUT IN SPECIAL NEEDS TEACHERS AT KINDERGARTEN AND PRIMARY SCHOOL: INVESTIGATING THE ROLE OF PERSONAL RESOURCES AND WORK WELLBEING

De Stasio, Simona, Fiorilli, Caterina, Benevene, Paula, Uusitalo-Malmivaara, Lotta, Chiacchio, Carlo Di·2017·Psychology in the Schools
DOI 10.1002/pits.22013
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Abstract

The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools—a context in which few previous studies have been carried out—and primary schools. A cross-sectional survey-based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers’ happiness at school and job satisfaction incrementally predicted variance in personal, work-related, and student-related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers.

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Crossref · 10.1002/pits.22013

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61 of 61 references verified0 citation errors · 0 not checkable

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  • Special education teachers' need to modify the curriculum for individual needs, cope with learning difficulties and aggressive behavior, and use diverse behavior modification techniques aggravates their plight.

    “This could be because special education teachers are expected to modify the school curriculum in order to attend to the individual needs of their special learners. This and the stress of coping with learning difficulties and aggressive behavior of special learners, and the use of diverse behavior modification techniques tend to aggravate the plight of special education teachers[8,9].”

    From Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers (2020) · cites this paper as [8]

  • Heightened occupational stress among special education teachers increases burnout and dysfunctional distress tendencies.

    “Heightened occupational stress among special education teachers increases burnout and dysfunctional distress tendencies[7,8], hence; it calls for an important task of examining the efficacy of REBT in the lessening of stress and associated psychological symptoms.”

    From Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers (2020) · cites this paper as [8]

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Authors
De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., & Chiacchio, C. D.
Affiliations
  • LUMSA University
  • Libera Università Maria SS. Assunta (IT)
  • University of Helsinki
  • Istituto Nazionale per la Valutazione del Sistema dell'Istruzione (IT)
ORCID
Venue
Psychology in the Schools
Publisher
Wiley
Published
2017-03-09
Volume
54
Issue
5
Pages
472-486
ISSN
0033-3085 (ISSN-L)
DOI
10.1002/pits.22013
OpenAlex
W2593439527
Cited by
108
References
62
Citations by year
2026: 7 · 2025: 9 · 2024: 11 · 2023: 20 · 2022: 19 · 2021: 15 · 2020: 6 · 2019: 14 · 2018: 5 · 2017: 2
FWCI
20.85
Type
journal article
Language
en
Open access
closed
Licence
Locations
Psychology in the Schools (publishedVersion)
Topics
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
teacher burnout, special education teachers, personal resources, employee well-being, job satisfaction, personal burnout, burnout, kindergarten teachers, primary school teachers, sociodemographic factors

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