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Cited by 144Stress and Burnout ResearchOccupational Health and BurnoutBehavioral and Psychological Studies

Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

Open access
Wong, Venus W., Ruble, Lisa A., Yu, Yue, McGrew, John H.·2017·Exceptional Children
DOI 10.1177/0014402917690729PMC PMC6294446
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Abstract

Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's model (1999) to understand the direct effects of burnout on teaching in general and stress arising from interaction with a specific student on the IEP outcomes of young children with autism spectrum disorder. We also examined indirect effects through teaching quality and student engagement. The results indicated that one of the three components of burnout-teacher personal accomplishment-was directly related to IEP outcomes, a distal effect, whereas stress was directly related to teaching quality and student engagement, which were more proximal effects. Additionally, teacher stress, emotional exhaustion, and depersonalization had indirect effects on IEP outcomes through teaching quality and student engagement.

Integrity signals

Registry

Crossref · 10.1177/0014402917690729

Cites

69 of 69 references verified0 citation errors · 0 not checkable

Statistics

6 tests recomputed · 0 with the reported and recomputed p on opposite sides of .05

Claims the paper makes

7 of 61 cited sources checked · 1 supported · 1 flagged · accuracy not yet measured

  • Premisecitation

    Each year, another 20% of special educators move to general education or to a different special education role.

    “An additional 20% of special educators each year transfer to general education or to another position in special education (Boe, Cook, & Sunderland, 2008).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Boe, Cook, & Sunderland, 2008 source

      The “SPECIAL EDUCATION: TEACHER OUT-SWITCHING AND IN-SWITCHING” section reports a figure close to 20%, but its 19% includes teachers who left teaching employment as well as those who switched teaching areas. It does not say that an additional 20% transferred to general education or another position in special education. Page numbers are unavailable in our copy. (LLM, conf=0.88)

      Experimental — accuracy not yet measured
  • Premisecitation

    Newer findings indicate that instructional quality and student responsiveness might mediate how teacher mental health affects student outcomes.

    “Emerging evidence suggests that teacher behavior (teaching quality) and student engagement (learning responsiveness) – two consequential factors of burnout within Maslach and Leiter’s model – may mediate the effect of teacher mental health on student outcomes (Klusmann et al., 2008; Hakanen et al., 2006; McLean & Connor, 2015).”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites Klusmann et al., 2008 source
    • cites Hakanen et al., 2006 source
    • cites McLean & Connor, 2015 source

      The Discussion reports that classroom-learning-environment quality mediated the relation between teachers’ depressive symptoms and students’ math achievement. The Methods describe that measure as including instructional practices and teacher responsiveness, but the paper does not identify student engagement or learning responsiveness as a separate mediator. (LLM, conf=0.88)

      Experimental — accuracy not yet measured
  • Findingown data

    Stress, emotional exhaustion, and depersonalization influenced IEP outcomes indirectly via teaching quality and student engagement.

    “Additionally, teacher stress, emotional exhaustion, and depersonalization had indirect effects on IEP outcomes through teaching quality and student engagement.”
    Quote in the paperSubstantial claim
  • Findingown data

    Teacher personal accomplishment was directly linked to IEP outcomes, showing a distal effect.

    “The results indicated that one of the three components of burnout—teacher personal accomplishment—was directly related to IEP outcomes, a distal effect”
    Quote in the paperSubstantial claim
  • Findingown data

    Personal accomplishment was correlated with IEP outcomes.

    “Personal accomplishment (r = .29, p = .015) and teaching quality (r = −.29, p = .028) were correlated with IEP outcomes.”
    Quote in the paperNot a substantial claim
  • May combine two claims. 36
  • Classified as probably not a substantial claim. 28

  • May combine two claims.

    Premisecitation

    Special educators leave at an annual rate of 13%, double the general education rate, with roughly 25% leaving over three years.

    “The annual attrition rate for special educators (13%) is twice that of general educators, and the three-year attrition rate is approximately 25% (Cook & Boe, 2007; McLeskey & Billingsley, 2008).”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites Cook & Boe, 2007 source

      In “What are Trends in the Annual Supply of Degree Majors in Teacher Preparation?” (page unavailable), the paper says annual exit attrition percentages for special and general educators are very similar, contrary to the claimed twofold difference. Its 25% figure describes the share of beginning teachers who leave and cite potentially addressable reasons—not the share who leave over three years. The passage does not report a 13% annual attrition rate. (LLM, conf=0.90)

      Checked by a reasoning model — may be wrong.

      Experimental — accuracy not yet measured
    • cites McLeskey & Billingsley, 2008 source

  • May combine two claims.

    Premisecitation

    In McLean and Connor's work, teacher depression symptoms showed negative associations with instructional quality and math achievement.

    “Using depressive symptoms as a proxy for burnout and stress, McLean and Connor found that teachers’ depressive symptoms were negatively correlated with teaching quality and student achievement in math.”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites McLean and Connor, 2015 source

      The Results report a negative correlation between teachers’ depressive symptoms and classroom-learning-environment quality. They also report weaker math gains for students who began the year with weaker math skills, but not a general negative correlation with math achievement: the teacher-depression main effect in Table 4 was not significant. The citing sentence omits that condition. (LLM, conf=0.87)

      Experimental — accuracy not yet measured

  • Classified as probably not a substantial claim.

    Premisecitation

    Prior literature describes burnout as indirectly harming student learning by increasing attrition.

    “The existing literature has described burnout as having an indirect negative influence on student learning through its effect on attrition.”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites McLeskey & Billingsley, 2008 source
    • cites McLean & Connor, 2015 source

      The Discussion’s Theoretical and Practical Implications section says emotional stress is a primary reason teachers leave the profession. The Discussion also links teachers’ depressive symptoms to weaker student math achievement, but identifies classroom quality—not attrition—as the mediator. The paper does not establish the claimed burnout → attrition → student learning pathway; page numbers are unavailable in our copy. (LLM, conf=0.85)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Premisecitation

    Stressed or burned-out teachers are more likely to quit, which can destabilize and lower the quality of the teaching workforce and may harm student learning.

    “Teachers who are stressed or experience burnout are more likely to leave school, leading to an unstable and potentially lower quality teaching workforce, which in turn may negatively influence student learning”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites McLeskey & Billingsley, 2008 source
    • cites McLean & Connor, 2015 source

      The Discussion’s Theoretical and Practical Implications section (page unavailable) identifies emotional stress and poor emotion management as reasons teachers leave the profession. The Discussion also links teachers’ depressive symptoms to lower classroom quality and weaker student math achievement. It does not establish the claimed chain in which burnout or stress leads to turnover, an unstable or lower-quality teaching workforce, and harm to student learning. (LLM, conf=0.87)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The study does not clarify the unique effect of personal accomplishment relative to similar constructs like teacher self-efficacy.

    “it fails to provide additional information about the unique effect of personal accomplishment compared to other similar yet different constructs, such as teacher self-efficacy (Evers, Brouwers, & Tomic, 2002; Savas, Bozgeyik, & Eser, 2014).”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Evers, Brouwers, & Tomic, 2002 source
    • cites Savas, Bozgeyik, & Eser, 2014 source

  • May combine two claims.

    Findingown data

    Teacher stress showed a direct association with teaching quality and student engagement, both proximal outcomes.

    “whereas stress was directly related to teaching quality and student engagement, which were more proximal effects.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Personal accomplishment directly affected IEP outcomes, with no indirect path through teaching quality or student engagement.

    “there was a significant direct effect, but no indirect effect, between teachers’ personal accomplishment and IEP outcomes”
    • Also stated in: § The Mediating Role of Teaching Quality and Student Engagement · plain
      “total indirect effect = −.05, SE = .08, 95% CI= −.22, .08; direct effect = −.33, SE = .15, 95% CI = −.65, −.03”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Discipline issues, weak teacher-student bonds, insufficient student progress, and varied student needs have each been tied to higher attrition.

    “Student discipline problems, poor teacher-student relationships, lack of student progress, and diversity of student needs have been directly linked to increased teacher attrition (Billingsley, 2004; Billingsley & Cross, 1991).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Billingsley, 2004 source
    • cites Billingsley & Cross, 1991 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    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).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Jennett, Harris, & Mesibov, 2003 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Up to 40% of teachers might suffer from burnout.

    “As many as 40% of teachers may experience burnout (Jarvis, 2002) and thus are at high risk for leaving the profession.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Jarvis, 2002

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    In this sample, the TBS also showed good internal consistency (alpha = .85).

    “The TBS has good internal consistency (Cronbach’s alpha = .85; Mahoney & Wheeden, 1999) and was also good in the current study (Cronbach’s alpha = .85).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mahoney & Wheeden, 1999 source

  • May combine two claims.

    Premisecitation

    Burnout and stress are connected, yet they may differ in their causes, correlates, and outcomes.

    “Emerging evidence suggests that burnout and stress are related but may have different antecedents, correlates, and consequences.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Job importance showed a stronger link to burnout than to stress.

    “In contrast, job importance correlated more strongly with burnout than with stress, consistent with the idea that burnout is a generalized, negative psychological condition that restricts positive views towards one’s job.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pines and Keinan, 2005 source

  • May combine two claims.

    Premisecitation

    Depression overlaps only partly with burnout and omits several factors believed to constitute burnout.

    “However, depression only has modest overlap with burnout (Brenninkmeyer, Van Yperen, & Buunk, 2001) and fails to include all the factors generally thought to underlie burnout (Maslach & Leiter, 1999).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Brenninkmeyer, Van Yperen, & Buunk, 2001 source
    • cites Maslach & Leiter, 1999 source

  • May combine two claims.

    Premisecitation

    Most research has lacked theory and has not proposed or tested a model linking burnout's antecedents and consequences to teacher behavior and student outcomes.

    “More problematically, most studies have been atheoretical and have neither proposed nor tested a model for understanding the antecedent and consequent variables of teacher burnout and its effects on teacher behavior and student outcomes as suggested by Maslach and Leiter (1999; Shen et al., 2015).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Maslach and Leiter, 1999 source
    • cites Shen et al., 2015 source

  • May combine two claims.

    Premisecitation

    The COMPASS intervention explained 23% of the variance in learning outcomes for students with ASD, with the experimental group performing better.

    “COMPASS accounted for 23% of the variance in learning outcomes of students with ASD, favoring the experimental group (Ruble et al., 2010; Ruble et al., 2013).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Ruble et al., 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Ruble et al., 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Numerous studies either presume that teacher stress simply causes burnout or regard the two constructs as mostly equivalent.

    “As mentioned before, many studies assume a simple causal effect of teacher stress on burnout (Abel & Sewell, 1999; Russell, Altmaier, & Van Velzen, 1987) or treat stress and burnout as largely similar constructs (e.g., Howard & Johnson, 2004; Roeser et al., 2013).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Abel & Sewell, 1999 source
    • cites Russell, Altmaier, & Van Velzen, 1987 source
    • cites Howard & Johnson, 2004 source

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductown data

    IEP goals were scored at baseline by two independent raters before assignment, and end-of-year progress was scored by a rater blinded to group.

    “Two independent raters, an experienced consultant who worked with students with ASD and a trained graduate student, scored the IEP goals at the beginning prior to group assignment. One rater unaware of group assignment scored progress at the end of the school year.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Maslach and Leiter's framework holds that burnout emerges from interplay among job demands, collegial support, school culture, teacher attributes, and broader policy and ecological factors.

    “The model suggests that burnout results from the interaction among task qualities (e.g., work demands, work overload, role ambiguity, role conflict), social support (e.g., collegial support), organizational characteristics (e.g., school culture), teachers’ personal qualities (e.g., personality, motivation), and political, policy, economic context, and ecology of the school (e.g., societal values,”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Maslach and Leiter, 1999 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Stress measures the immediate impact of a stressor, either a particular student or teaching broadly, while burnout measures the long-term impact of stressors and is typically measured globally.

    “Specifically, stress is intended to measure the immediate influence of stressors on the individual and can be assessed in terms of a specific stressor (a particular student) or more generally (teaching in general); whereas burnout is intended to measure the chronic influence of such stressors and is usually assessed globally rather than specifically.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductown data

    At Time 2, an observer blind to group assignment measured student IEP outcomes.

    “student IEP outcomes were assessed using PET-GAS by an observer unaware of group assignment.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    Interobserver reliability was assessed on 40% of participants and was also high (ICC > .90, p < .01).

    “The raters also independently evaluated interobserver reliability for a subsample of forty percent of the participants. The ICC was also high (r > .90, p < .01).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The dataset had a different original purpose, and this study's questions were settled only after data collection.

    “The data set was originally used for another primary purpose, and the research questions of the current study were finalized after data collection.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Lower personal accomplishment predicted more stress, while greater depersonalization predicted less stress.

    “Moreover, low levels of personal accomplishment led to increased levels of stress, whereas high levels of depersonalization led to decreased levels of stress.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites McManus et al., 2002 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The three-part burnout model by Maslach, Jackson, and Leiter comprises emotional exhaustion, depersonalization, and diminished personal accomplishment.

    “Maslach, Jackson, and Leiter (1997) developed a tripartite model of burnout that includes emotional exhaustion (feelings of being overextended), depersonalization (negative and cynical attitudes), and reduced personal accomplishment (negative evaluation of self in relation to job performance).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Maslach, Jackson, and Leiter, 1997

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductown data

    For reliability, raters coded one-fifth of PET-GAS forms on measurability, equidistance, and difficulty; average agreement was high (ICC > .90, p < .01).

    “To check reliability, raters independently coded 20% of PET-GAS forms for comparability of three psychometric properties: measurability, equidistance, and difficulty. The intraclass correlation (ICC) for average agreement on these features was high (r > .90, p < .01).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The Index of Teaching Stress has very good internal consistency (α = .96).

    “Internal consistency (α) was very good .96 (Greene et al., 1997).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Greene et al., 1997 source

  • May combine two claims.

    Study design and conductown data

    Autism diagnosis was verified by age-appropriate screening (M-CHAT or SCQ) followed by ADOS evaluation conducted by a research-reliable assessor.

    “To verify ASD, students were screened for autism with the Modified Checklist for Autism in Toddlers (M-CHAT; Robins, Fein, Barton, & Green, 2001) or the Social Communication Questionnaire (SCQ; Berument, Rutter, Lord, Pickles, & Bailey, 1999), depending on age. Students were then evaluated using the Autism Diagnostic Observation Schedule (Lord et al., 2000) to verify diagnosis by an evaluator with”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Robins, Fein, Barton, & Green, 2001 source
    • cites Berument, Rutter, Lord, Pickles, & Bailey, 1999 source
    • cites Lord et al., 2000 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The Maslach Burnout Inventory has good internal consistency (α = 0.71-.90).

    “The MBI has good internal consistency (α = 0.71-.90; Maslach et al., 1997).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Maslach et al., 1997

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductown data

    The AES showed strong internal consistency (alpha = .86) and interrater reliability (r = 0.88, p < .01).

    “The AES demonstrated good internal consistency (Cronbach’s alpha = .86) and interrater reliability (r = 0.88, p < .01).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Word count also related to indicators of task quality, including the teacher-to-student ratio.

    “Further, the number of words used was associated with measures of task quality, such as teacher-student ratio.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    The analyses controlled for group assignment using post-randomization variables.

    “group assignment was controlled in all analyses using variables collected after randomization.”
    • Also stated in: § Data Collection and Analysis · plain
      “Group assignment was also controlled in the mediation analyses.”
    • Also stated in: § Data Collection and Analysis · plain
      “Group assignment was used as a control variable in the regression analyses because PET-GAS was an outcome measure.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Pines and Keinan reported that job demands correlated more strongly with perceived stress than with burnout.

    “For instance, Pines and Keinan (2005) in a study of 1182 police officers, found that job demands, modeled as antecedent variables, were more highly correlated with perceptions of stress than with burnout.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pines and Keinan, 2005 source

  • May combine two claims.

    Interpretationown data

    Greater emotional exhaustion corresponded to lower student engagement, which then corresponded to worse IEP outcomes.

    “Specifically, high levels of emotional exhaustion was related to less student engagement, which in turn was related to poor IEP outcomes”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The model further proposes that burnout harms teacher conduct, leading to unfavorable student reactions and behavior and, in the end, weaker student results.

    “Burnout, in turn, is posited to have negative and harmful effects on teacher behavior, which results in negative student perceptions and behavior and ultimately poor student outcomes.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Instructing students with autism was the most stressful, relative to teaching students with emotional/behavioral problems, ADHD, or intellectual disabilities.

    “Kokkinos and Davazoglou (2009) found that teaching students with autism posed the most stress in comparison to teaching other groups of students with disabilities such as those with emotional or behavioral problems, ADHD, or intellectual disabilities.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kokkinos and Davazoglou, 2009 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Because the study focused on individualized goals, it omitted standardized measures.

    “due to the focus on individualized goals, the current study did not include standardized measures.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    More stress corresponded to worse teaching quality, then less student engagement, and ultimately poorer IEP outcomes.

    “increased stress was related to lower teaching quality, which in turn was related to lower student engagement in learning and, then, to poorer IEP outcomes”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The stronger long-term IEP effect for burnout than stress aligns with how each construct was measured.

    “This finding is consistent with the way in which burnout and stress were measured.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductreasoning

    Stress, teaching quality, and engagement measures all focused on the same student with ASD.

    “the measures of stress, teaching quality, and engagement targeted the same student with ASD.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Stress measures immediate reactions to stressors, while burnout measures chronic reactions to them.

    “Stress is intended to measure the immediate effect of stressors on the individual, whereas burnout is intended to measure the chronic effect of such stressors.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites McManus et al., 2002 source
    • cites Pines & Keinan, 2005 source

  • May combine two claims.

    Premisereasoning

    The MBI assesses general teacher burnout and may not capture views or interactions tied to one student.

    “the MBI is a more generalized questionnaire about teacher burnout and thus does not necessarily capture the teacher’s views of and interactions with a particular student.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The MBI measures general burnout and does not capture a teacher's views of one specific student.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The study did not separate the effects of instruction quality for children with varying challenging behaviors and teacher stress levels.

    “We did not attempt to disentangle the impact of these variables.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductreasoning

    Since the study primarily tested an intervention rather than stress and burnout directly, it omitted other organizational, teacher-level, and student-level factors such as school climate.

    “because the current study was designed primarily as a test of an intervention rather than as a direct test of the effects of stress and burnout, other important organizational, teacher-level, and student-level factors were not included (e.g., school climate).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Consequently, their students tend to be less engaged, leading to worse outcomes.

    “As a result, their students tend to show less engagement, resulting in poorer outcomes.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Direct effects linked teacher stress to teaching quality and student engagement, and linked personal accomplishment-but not emotional exhaustion or depersonalization-to student learning outcomes.

    “when considering direct effects, teacher stress was directly related to teaching quality and student engagement, whereas personal accomplishment, but not emotional exhaustion or depersonalization, was directly related to student learning outcomes.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Some burnout components may lack direct effects on student learning but could still reduce teaching quality and student engagement, potentially worsening year-end outcomes.

    “even though some burnout components may not have a direct effect on students learning outcomes, they could lead to decreased teaching quality and lowered student engagement in learning, which then may result in poorer learning outcomes at the end of the school year.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Higher depersonalization was linked to lower teaching quality, then less student engagement, and finally worse IEP outcomes.

    “when depersonalization was high, teaching quality decreased, which led to less student engagement, which was related to worse IEP outcomes”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The ITS assesses a teacher's stress regarding a specific student.

    “The Index of Teacher Stress (ITS) measures teacher stress toward a particular student.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Ruble et al., 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Ruble et al., 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationown data

    Each of the three burnout subscales affects student outcomes either directly or indirectly.

    “all three subscales have either a direct or indirect effect on student outcomes”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Burnout may matter more for long-term distal outcomes, while stress may better predict proximal teaching quality and student engagement.

    “burnout, but not stress, may be a more important factor when predicting long-term distal outcomes, whereas stress may be a more significant predictor of proximal teaching quality and student engagement.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Emotional exhaustion and depersonalization had indirect effects on student IEP outcomes-via student engagement alone or via student engagement and teaching quality-while personal accomplishment had only a direct effect.

    “Emotional exhaustion and depersonalization influenced student IEP outcomes indirectly, either through student engagement alone or through student engagement and teaching quality, and, personal accomplishment had only a direct influence on student IEP outcomes.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Study design and conductnone given

    A potential halo effect could inflate the results.

    “there is a concern that a potential halo effect may inflate the results.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductreasoning

    This study improves on earlier work by using a relatively large teacher-student dyad sample and by independently measuring burnout and stress effects on student IEP outcomes across the school year.

    “The current study is an improvement on prior research by its use of a fairly large sample of teacher and student dyads and its independent measurement of the effects of burnout and stress on student IEP outcomes over the course of the school year.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    The study's measures showed good inter-rater reliability and internal consistency.

    “the measures used in the current study obtained good inter-rater reliability and internal consistency”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The study did not explore interactions among all antecedents and consequences related to burnout and stress.

    “We did not attempt to understand the potential interactions among all the antecedent and consequent variables associated with burnout and stress.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Stress and depersonalization both affect IEP outcomes via teaching quality and student engagement.

    “both stress and depersonalization influence IEP outcomes through teaching quality and student engagement.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The study examines only the consequences of burnout.

    “the study focuses solely on the consequences of burnout.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The stress and burnout measures differed conceptually: stress focused on one student, while burnout captured general burnout.

    “the stress measure and burnout measure were conceptually different – the stress measure focused on a single student, whereas the burnout measure captured general burnout.”
    Quote in the paperNot a substantial claim
59 of 59

  • The paper relies on this without support.

    It is not yet clear how burnout and stress differ or resemble each other, nor how each affects student learning.

    “Despite the attention to burnout and stress among special education teachers, the specific differences and similarities between burnout and stress and their differential influences on student learning remain unclear.”

  • The paper relies on this without support.

    How teacher burnout might lead to student IEP outcomes is not known.

    “However, the potential mechanism linking the two variables remains unclear.”

  • The paper relies on this without support.

    Studies have rarely reported associations between teacher burnout and students' educational outcomes.

    “correlations between teacher burnout and student educational outcomes have been largely lacking.”

  • The paper relies on this without support.

    No prior study has empirically shown both direct and indirect effects of special education teacher burnout and stress on teaching quality, student engagement, and IEP outcomes.

    “To the best of our knowledge, the current secondary analysis is the first to demonstrate empirically the direct and indirect effects of special education teacher burnout and stress on teaching quality, student engagement, and IEP outcomes.”

  • The paper relies on this without support.

    End-of-year PET-GAS scores reflect overall improvement across the school year.

    “PET-GAS scores collected at the end of the school year represented the overall improvement across the school year.”

  • The paper relies on this without support.

    The MBI measures general burnout and does not capture a teacher's views of one specific student.

    “the MBI is a more generalized questionnaire about teacher burnout and thus does not necessarily capture the teacher’s views of and interactions with a particular student.”
6 of 6

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?

  • Reduced efficacy was associated with lower goal attainment, with the overall model explaining a substantial proportion of variance.

    “The remaining study examined goal attainment (Wong et al., 2017).It showed that reduced efficacy was associated with lower goal attainment, with the overall model explaining a substantial proportion of variance (see Table 1).”

    From Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes (2021) · cites this paper as Wong et al., 2017

    The Results (Correlations among Variables; Effects of Burnout and Stress on Student Engagement and IEP Outcomes, page unavailable) link greater teacher personal accomplishment with better student IEP goal outcomes, supporting the reduced-efficacy association. Our copy does not report the proportion of variance explained by that overall model. The 23% figure in Method (Data Collection and Analysis, page unavailable) concerns the COMPASS intervention, not this association. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Reduced efficacy is associated with lower performance.

    “RE was associated with lower performance (β = -.34,p < .01;Model R 2 = .60)[effect sizes reversed]”

    From Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes (2021) · cites this paper as Wong et al. (2017)

    The Results (page unavailable) report that teachers’ personal accomplishment was positively associated with students’ IEP outcomes, supporting the claim’s direction when reduced efficacy means lower personal accomplishment. The reported regression result is b = .06, p = .005; the cited β = −.34 and model R² = .60 are not supported by the passages from our copy. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

Statistics that don’t add up

Each reported p-value recomputed from its test statistic and degrees of freedom.

  • Inconsistent p-value: t(66) = −2.82, p = .031

    Minor

    The paper reports p = .031 here; recomputing from the test statistic and its degrees of freedom gives p = .006 (two-tailed). The check cannot tell whether the statistic or the p-value is the misprint.

    Reported p = .031 · recomputed p = .006

  • Inconsistent p-value: F(1,60) = 6.70, p < .001

    Minor

    The paper reports p < .001 here; recomputing from the test statistic and its degrees of freedom gives p = .012. The check cannot tell whether the statistic or the p-value is the misprint.

    Reported p < .001 · recomputed p = .012

2 of 2

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Doesn’t add upt(66) = -2.82reported p = .031 · recomputed p = .006

    “t(66) = −2.82, p = .031”

  • Doesn’t add upF(1, 60) = 6.7reported p < .001 · recomputed p = .012

    “F(1,60) = 6.70, p < .001”

  • Consistentt(54) = -3.08reported p = .003 · recomputed p = .003

    “t(54) = −3.08, p = .003”

  • ConsistentF(4, 54) = 3.41reported p = .015 · recomputed p = .015

    “F(4, 54) = 3.41, p = .015”

  • ConsistentF(4, 66) = 2.21reported p = .078 · recomputed p = .077

    “F(4,66)= 2.21, p = .078”

  • Consistentt(60) = 2.9reported p = .005 · recomputed p = .005

    “t(60) = 2.90, p = .005”

6 of 6

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

  • The reported IEP-outcome F statistic does not match its t statistic

    Major

    For a one-predictor test with the same denominator degrees of freedom, F must equal t squared. The reported t of 2.90 gives 8.41, not the reported F of 6.70.

    Reported 6.7 · recomputed 8.41

1 of 1

Cites

Flagged first, then by citations

1 of the 70 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. Alliance for Excellent Education. (2014). Teacher attrition costs United States up to $2.2 billion annually says new alliance report. Retrieved from http://all4ed.org/press/teacher-attrition-costs-united-states-up-to-2-2-billion-annually-says-new-alliance-report/
  2. Dorman J. (2003). Testing a model for teacher burnout. Australian Journal of Educational & Developmental Psychology, 3, 35–47.
  3. 10.1177/1362361312446206 · DOI
  4. Jarvis M. (2002). Teacher stress: A critical review of recent findings and suggestions for future research directions. Stress News, 14, 12–16.

Cited by

Sorted by citations

Related

Authors
Wong, V. W., Ruble, L. A., Yu, Y., & McGrew, J. H.
Affiliations
  • University of Kentucky (US)
  • Indiana University – Purdue University Indianapolis (US)
Corresponding author
Ruble, Lisa A.
ORCID
Venue
Exceptional Children
Publisher
SAGE Publications
Published
2017-07
Volume
83
Issue
4
Pages
412-427
ISSN
  • 0014-4029 (ISSN-L)
  • 2163-5560
DOI
10.1177/0014402917690729
PMC
PMC6294446
OpenAlex
W2743542242
Cited by
144
References
70
Citations by year
2026: 21 · 2025: 21 · 2024: 16 · 2023: 23 · 2022: 21 · 2021: 23 · 2020: 12 · 2019: 4 · 2018: 3
FWCI
7.44
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Exceptional Children (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
  • IUScholarWorks (Indiana University) (submittedVersion)
  • Author eBooks
Funders
National Institute of Mental Health (R34MH073071, RC1MH089760)
Topics
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
teacher burnout, teacher stress, special education, individualized education program, autism spectrum disorder, teaching quality, student engagement, emotional exhaustion, depersonalization, personal accomplishment, young children, learning outcomes

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.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-09-28.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-09-28.

Cited sources are checked by gpt-6-sol.

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 ›

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