CoChat
Sign Up
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
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1023/b:jadd.0000005996.19417.57

Cites

21 of 21 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 26 references

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.

Cited by

Sorted by citations

Items 301–359 of 359

Related

See all

Metadata

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review