Commitment to Philosophy, Teacher Efficacy, and Burnout Among Teachers of Children with Autism
Abstract
Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one's teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with autism.
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Students with autism spectrum disorders seem especially difficult to teach compared with students who have other specific disabilities.
“Similarly, among students with specific disabilities, those with autism spectrum disorders (ASD) appear to be particularly challenging (Jennett, Harris, & Mesibov, 2003).”
From Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes (2017) · cites this paper as Jennett, Harris, & Mesibov, 2003
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Finlay, C., Kinsella, W., & Prendeville, P. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1696872 · Cited by 25 · see citing works
Emam, M. M., & Al‐Mahdy, Y. F. H. (2019) · School Psychology International · doi:10.1177/0143034319895062 · Cited by 29 · see citing works
- Authors
- Jennett, H. K., Harris, S. L., & Mesibov, G. B.
- Affiliations
- Rutgers, The State University of New Jersey (US)
- University of North Carolina at Chapel Hill (US)
- Corresponding author
- Jennett, Heather K.
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2003-12
- Volume
- 33
- Issue
- 6
- Pages
- 583-593
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W2079704064
- Cited by
- 361
- References
- 26
- Citations by year
- 2026: 10 · 2025: 21 · 2024: 12 · 2023: 19 · 2022: 35 · 2021: 23 · 2020: 23 · 2019: 28 · 2018: 20 · 2017: 29 · 2016: 20 · 2015: 24 · 2014: 19 · 2013: 29 · 2012: 13
- FWCI
- 6.06
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- teacher burnout, teacher self-efficacy, autism education, applied behavior analysis, TEACCH, philosophical commitments, teacher professional development, special education teachers
- MeSH terms
- Adult, Attitude, Autistic Disorder, Burnout, Professional, Child, Faculty, Female, Humans, Male, Surveys and Questionnaires, Students, Teaching, Reproducibility of Results, Self Efficacy
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