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Cited by 361Occupational Health and BurnoutStress and Burnout ResearchAutism Spectrum Disorder Research

The DOI matches its Crossref record; 21 of the 26 references it cites were found in a registry or an index.

Commitment to Philosophy, Teacher Efficacy, and Burnout Among Teachers of Children with Autism

Jennett, Heather K., Harris, Sandra L., Mesibov, Gary B.·2003·Journal of Autism and Developmental Disorders
DOI 10.1023/b:jadd.0000005996.19417.57
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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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Research works printed but not linked: 6

  1. American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington DC: Author.
  2. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
  3. Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  4. Cherniss, C., & Krantz, D. L. (1983). The ideological community as an antidote to burnout in the human services. In B. A. Farber (Ed.), Stress and burnout in the human service professions. New York: Pergamon Press.
  5. Maslach, C., Jackson, S. E., & Schwab, R. L. (1996). Maslach Burnout Inventory—Educators Survey (MBI-ES). In C. Maslach, S. E. Jackson, & M. P. Leiter. Maslach Burnout Inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
  6. Mesibov, G. B., & Shea, V. (In press). The culture of autism: From theoretical understanding to educational practice. In Structured teaching: The TEACCH approach to working with autism. New York: Plenum.

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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
Publisher
Springer Science and Business Media LLC
Published
2003-12
Volume
33
Issue
6
Pages
583-593
ISSN
  • 0162-3257 (ISSN-L)
  • 1573-3432
DOI
10.1023/b:jadd.0000005996.19417.57
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 › Medicine › Public Health, Environmental and Occupational Health › 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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