The DOI matches its Crossref record; 69 of the 70 references it cites were found in a registry or an index; 8 of the 61 sources its claims cite were checked for support.
Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes
Open accessAbstract
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.
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Claims the paper makes
21 Own interpretation · 20 No full text of the sources · 20 Own method · 16 Own result · 11 Sources not found · 6 Partly supported · 6 Not checked yet · 2 No basis given · 1 Supported so far · 1 Not supported · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“An additional 20% of special educators each year transfer to general education or to another position in special education (Boe, Cook, & Sunderland, 2008).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
What the sources say
- Partly supportedcites Boe, Cook, & Sunderland, 2008 sourceExperimental — accuracy not yet measured
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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
- Not checked — no full text of the sourcecites Klusmann et al., 2008 source
- Not checked — no full text of the sourcecites Hakanen et al., 2006 source
- Partly supportedcites McLean & Connor, 2015 sourceExperimental — accuracy not yet measured
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)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, teacher stress, emotional exhaustion, and depersonalization had indirect effects on IEP outcomes through teaching quality and student engagement.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results indicated that one of the three components of burnout—teacher personal accomplishment—was directly related to IEP outcomes, a distal effect”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Personal accomplishment (r = .29, p = .015) and teaching quality (r = −.29, p = .028) were correlated with IEP outcomes.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Correlations among Variables
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Teacher stress was correlated with teaching quality (r = −.44, p < .001)”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Correlations among Variables
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“student engagement alone significantly mediated the relationship between teachers’ emotional exhaustion and IEP outcomes (indirect effect = −.08, SE = .05, 95% CI = −.20, −.01).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > The Mediating Role of Teaching Quality and Student Engagement
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“teacher stress and the three burnout components were significantly correlated with each other (r = −.27 - .50, p = <.001 - .018).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Correlations among Variables
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Personal accomplishment was the only significant predictor (b = .06, t(60) = 2.90, p =.005) of student IEP outcomes, F(1,60) = 6.70, p < .001.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Effects of Burnout and Stress on Student Engagement and IEP Outcomes
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Personal accomplishment (r = .29, p = .015) and teaching quality (r = −.29, p = .028) were correlated with IEP outcomes.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Correlations among Variables
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 36
- Probably not a substantial claim. 28
At least one cited source doesn’t support this claim or points to a different paper, and none confirmed it — see the verdicts below.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
What the sources say
- Disputedcites Cook & Boe, 2007 sourceExperimental — accuracy not yet measured
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.
- Not checked — no full text of the sourcecites McLeskey & Billingsley, 2008 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Disputed
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
- Partly supportedcites McLean and Connor, 2015 sourceExperimental — accuracy not yet measured
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)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Participants
What the sources say
- Not checked — no full text of the sourcecites Robins, Fein, Barton, & Green, 2001 source
- Partly supportedcites Berument, Rutter, Lord, Pickles, & Bailey, 1999 sourceExperimental — accuracy not yet measured
The paper’s Background and Method passage describes developing and testing the Autism Screening Questionnaire (ASQ) as a screening measure for pervasive developmental disorders. Our copy does not identify it as the Social Communication Questionnaire (SCQ), so the specific instrument identification is not established. The M-CHAT and ADOS portions of the citing sentence have separate citations and are not attributed to this paper. (LLM, conf=0.76)
- Not checked — no full text of the sourcecites Lord et al., 2000 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The existing literature has described burnout as having an indirect negative influence on student learning through its effect on attrition.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
What the sources say
- Not checked — no full text of the sourcecites McLeskey & Billingsley, 2008 source
- Partly supportedcites McLean & Connor, 2015 sourceExperimental — accuracy not yet measured
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)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
What the sources say
- Not checked — no full text of the sourcecites McLeskey & Billingsley, 2008 source
- Partly supportedcites McLean & Connor, 2015 sourceExperimental — accuracy not yet measured
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)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
What the sources say
- Not checked — no full text of the sourcecites Evers, Brouwers, & Tomic, 2002 source
- Supportedcites Savas, Bozgeyik, & Eser, 2014 source
The Data Collection Technique section identifies personal accomplishment as a burnout subscale, but the Findings and Table 4 analyze teacher self-efficacy as a predictor of overall burnout, controlling for age, sex, and seniority. They do not estimate a separate effect of personal accomplishment alongside self-efficacy, so the cited study does not clarify its unique effect relative to self-efficacy. Page numbers were not available in our copy. (LLM, conf=0.88)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“whereas stress was directly related to teaching quality and student engagement, which were more proximal effects.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > The Mediating Role of Teaching Quality and Student Engagement
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § The Mediating Role of Teaching Quality and Student Engagement · plain
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Similarly, among students with specific disabilities, those with autism spectrum disorders (ASD) appear to be particularly challenging (Jennett, Harris, & Mesibov, 2003).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
What the sources say
- Not checked — no full text of the sourcecites Jennett, Harris, & Mesibov, 2003 source
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“As many as 40% of teachers may experience burnout (Jarvis, 2002) and thus are at high risk for leaving the profession.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
What the sources say
- Not matchedcites Jarvis, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Measures
What the sources say
- Not checked — no full text of the sourcecites Mahoney & Wheeden, 1999 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Emerging evidence suggests that burnout and stress are related but may have different antecedents, correlates, and consequences.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
- Not checked — no full text of the sourcecites Pines and Keinan, 2005 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Data Collection and Analysis
What the sources say
- Not matchedcites Ruble et al., 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Ruble et al., 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“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,”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
- Not checked — no full text of the sourcecites Maslach and Leiter, 1999 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“student IEP outcomes were assessed using PET-GAS by an observer unaware of group assignment.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Data Collection and Analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The data set was originally used for another primary purpose, and the research questions of the current study were finalized after data collection.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Moreover, low levels of personal accomplishment led to increased levels of stress, whereas high levels of depersonalization led to decreased levels of stress.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
- Not checked — no full text of the sourcecites McManus et al., 2002 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
What the sources say
- Not matchedcites Maslach, Jackson, and Leiter, 1997
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Internal consistency (α) was very good .96 (Greene et al., 1997).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Measures
What the sources say
- Not checked — no full text of the sourcecites Greene et al., 1997 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The MBI has good internal consistency (α = 0.71-.90; Maslach et al., 1997).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Measures
What the sources say
- Not matchedcites Maslach et al., 1997
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The AES demonstrated good internal consistency (Cronbach’s alpha = .86) and interrater reliability (r = 0.88, p < .01).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Measures
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Further, the number of words used was associated with measures of task quality, such as teacher-student ratio.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Method > Data Collection and Analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Also stated in: § Data Collection and Analysis · plain
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
What the sources say
- Not checked — no full text of the sourcecites Pines and Keinan, 2005 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, high levels of emotional exhaustion was related to less student engagement, which in turn was related to poor IEP outcomes”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > The Mediating Role of Teaching Quality and Student Engagement
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Teacher Burnout Model
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Abstract
What the sources say
- Not checked — no full text of the sourcecites Kokkinos and Davazoglou, 2009 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“due to the focus on individualized goals, the current study did not include standardized measures.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > The Mediating Role of Teaching Quality and Student Engagement
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This finding is consistent with the way in which burnout and stress were measured.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“the measures of stress, teaching quality, and engagement targeted the same student with ASD.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The MBI measures general burnout and does not capture a teacher's views of one specific student.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We did not attempt to disentangle the impact of these variables.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result, their students tend to show less engagement, resulting in poorer outcomes.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > The Mediating Role of Teaching Quality and Student Engagement
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“when depersonalization was high, teaching quality decreased, which led to less student engagement, which was related to worse IEP outcomes”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > The Mediating Role of Teaching Quality and Student Engagement
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“The Index of Teacher Stress (ITS) measures teacher stress toward a particular student.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
What the sources say
- Not matchedcites Ruble et al., 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Ruble et al., 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“all three subscales have either a direct or indirect effect on student outcomes”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > The Mediating Role of Teaching Quality and Student Engagement
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“there is a concern that a potential halo effect may inflate the results.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“the measures used in the current study obtained good inter-rater reliability and internal consistency”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We did not attempt to understand the potential interactions among all the antecedent and consequent variables associated with burnout and stress.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“both stress and depersonalization influence IEP outcomes through teaching quality and student engagement.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“the study focuses solely on the consequences of burnout.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“the stress measure and burnout measure were conceptually different – the stress measure focused on a single student, whereas the burnout measure captured general burnout.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
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.”
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?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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)
Experimental — accuracy not yet measured
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“t(66) = −2.82, p = .031”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Effects of Burnout and Stress on Student Engagement and IEP Outcomes
Reported p = .031 · recomputed p = .006
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“F(1,60) = 6.70, p < .001”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Effects of Burnout and Stress on Student Engagement and IEP Outcomes
Reported p < .001 · recomputed p = .012
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”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
“Personal accomplishment was the only significant predictor (b = .06, t(60) = 2.90, p =.005) of student IEP outcomes, F(1,60) = 6.70, p < .001.”
§ Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes > Results > Effects of Burnout and Stress on Student Engagement and IEP Outcomes
Reported 6.7 · recomputed 8.41
Citations
Cites
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001) · Annual Review of Psychology · doi:10.1146/annurev.psych.52.1.397 · Cited by 12,852
Beyond Baron and Kenny: Statistical Mediation Analysis in the New Millennium
Hayes, A. F. (2009) · Communication Monographs · doi:10.1080/03637750903310360 · Cited by 9,757 · cited 2×
“Such phenomena are not uncommon and are often neglected in the literature (Hayes, 2009).”
BackgroundLord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., Pickles, A., & Rutter, M. (2000) · Journal of Autism and Developmental Disorders · doi:10.1023/a:1005592401947 · Cited by 7,520 · cited 1×
“Students were then evaluated using the Autism Diagnostic Observation Schedule (Lord et al., 2000) to verify diagnosis by an evaluator with research reliability (second author).”
MethodEquivalence of the Mediation, Confounding and Suppression Effect
MacKinnon, D. P., Krull, J. L., & Lockwood, C. M. (2000) · Prevention Science · doi:10.1023/a:1026595011371 · Cited by 4,188
Jennings, P. A., & Greenberg, M. T. (2009) · Review of Educational Research · doi:10.3102/0034654308325693 · Cited by 3,686 · cited 2×
“In particular, most of the evidence demonstrating a link between teacher burnout and student outcomes is indirect (Covell, McNeil, & Howe, 2009; Jennings & Greenberg, 2009).”
BackgroundResultBurnout and work engagement among teachers
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2005.11.001 · Cited by 3,067 · cited 2×
“…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 (Hakanen et al., 2006; Klusmann et al., 2008; McLean & Connor, 2015).”
BackgroundThe Burnout Companion to Study and Practice: A Critical Analysis
Schaufeli, W. B., & Enzmann, D. (2020) · CRC Press eBooks · doi:10.1201/9781003062745 · Cited by 2,184 · cited 1×
“Despite the pervasive use of burnout and stress as constructs for studying teacher mental health, the two concepts remain vague and the causal relationship between the two has limited empirical support (Riolli & Savicki, 2003; Schaufeli & Enzmann, 1998).”
BackgroundTeacher stress: Directions for future research
Kyriacou, C. (2001) · Educational Review · doi:10.1080/00131910120033628 · Cited by 1,919 · cited 2×
“which include characteristics of the teacher, the organization, and the student (Austin, Shah, & Muncer, 2005; Friedman, 2000; Gersten, Keating, Yovanoff, & Harniss, 2001; Kaufhold, Alverez, & Arnold, 2006; Kyriacou, 2001; Littrell, Billingsley, & Cross, 1994).”
Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001) · Journal of Autism and Developmental Disorders · doi:10.1023/a:1010738829569 · Cited by 1,563
Autism screening questionnaire: diagnostic validity
Berument, S. K., Rutter, M., Lord, C., Pickles, A., & Bailey, A. (1999) · British Journal of Psychiatry · doi:10.1192/bjp.175.5.444 · Cited by 1,464
Evaluating stress : a book of resources
Zalaquett, C. P., & Wood, R. J. (1997) · Scarecrow Press eBooks · Cited by 1,176
Burnout prevention: A review of intervention programs
Awa, W. L., Plaumann, M., & Walter, U. (2010) · Patient Education and Counseling · doi:10.1016/j.pec.2009.04.008 · Cited by 827 · cited 2×
“However, if replicated, teachers who experience burnout and stress should be provided with enough instructional support to ensure high teaching quality and student engagement as well as instrumental and emotional support to monitor students’ long-term progress, including monitoring IEP goals, ensuring collaboration wi…”
BackgroundRoeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013) · Journal of Educational Psychology · doi:10.1037/a0032093 · Cited by 795 · cited 1×
“As mentioned before, many studies have assumed a simple causal effect of teacher stress on burnout (Abel & Sewell, 1999; Russell, Altmaier, & Van Velzen, 1987) or treated stress and burnout as largely similar constructs (e.g., Howard & Johnson, 2004; Roeser et al., 2013).”
BackgroundResilient teachers: resisting stress and burnout
Howard, S., & Johnson, B. (2004) · Social Psychology of Education · doi:10.1007/s11218-004-0975-0 · Cited by 640 · cited 1×
“As mentioned before, many studies have assumed a simple causal effect of teacher stress on burnout (Abel & Sewell, 1999; Russell, Altmaier, & Van Velzen, 1987) or treated stress and burnout as largely similar constructs (e.g., Howard & Johnson, 2004; Roeser et al., 2013).”
BackgroundSpecial Education Teacher Retention and Attrition: A Critical Analysis of the Research Literature
Billingsley, B. S. (2004) · The Journal of Special Education · doi:10.1177/00224669040380010401 · Cited by 590 · cited 4×
“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).”
BackgroundInfluentialCoping patterns as predictors of burnout: The function of control and escapist coping patterns
Leiter, M. P. (1991) · Journal of Organizational Behavior · doi:10.1002/job.4030120205 · Cited by 587 · cited 2×
“…burnout is often defined as an outcome or an associated consequent feature of chronic stress (Collings & Murray, 1996; Fore, Martin, & Bender, 2002; Jamal & Baba, 2000; Leiter, 1991)—a definition used frequently in the field of education (Beer & Beer, 1992; Hendrickson, 1979; Farber, 1984).”
BackgroundJob-related stress, social support, and burnout among classroom teachers.
Russell, D. W., Altmaier, E., & Van Velzen, D. (1987) · Journal of Applied Psychology · doi:10.1037/0021-9010.72.2.269 · Cited by 573 · cited 2×
“However, if replicated, teachers who experience burnout and stress should be provided with enough instructional support to ensure high teaching quality and student engagement as well as instrumental and emotional support to monitor students’ long-term progress, including monitoring IEP goals, ensuring collaboration wi…”
BackgroundKlusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.702 · Cited by 508 · cited 2×
“…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 (Hakanen et al., 2006; Klusmann et al., 2008; McLean & Connor, 2015).”
BackgroundSpecial Education Teacher Burnout: A Synthesis of Research from 1979 to 2013
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014) · Education and Treatment of Children · doi:10.1353/etc.2014.0032 · Cited by 499 · cited 1×
“In their 2014 review, Brunsting, Sreckovic, and Lane (2014) identified only two studies that examined associations between special education teacher burnout and the consequences of burnout on teacher behavior and students.”
BackgroundEvers, W. J. G., Brouwers, A., & Tomic, W. (2002) · British Journal of Educational Psychology · doi:10.1348/000709902158865 · Cited by 482
Stress and Burnout in Rural and Urban Secondary School Teachers
Abel, M. H., & Sewell, J. (1999) · The Journal of Educational Research · doi:10.1080/00220679909597608 · Cited by 436 · cited 1×
“As mentioned before, many studies have assumed a simple causal effect of teacher stress on burnout (Abel & Sewell, 1999; Russell, Altmaier, & Van Velzen, 1987) or treated stress and burnout as largely similar constructs (e.g., Howard & Johnson, 2004; Roeser et al., 2013).”
BackgroundWorking in Special Education: Factors that Enhance Special Educators' Intent to Stay
Gersten, R. M., Keating, T. M., Yovanoff, P., & Harniss, M. K. (2001) · Exceptional Children · doi:10.1177/001440290106700408 · Cited by 398
The relationship between teacher burnout and student motivation
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12089 · Cited by 389 · cited 17×
“According to Maslach and Leiter’s (1999) model, proximal variables, such as teacher behaviors and student reactions to learning, could be viewed as factors mediating the relationships between teacher burnout and student learning outcomes, which is viewed as a distal variable to burnout.”
BackgroundInfluentialThe causal links between stress and burnout in a longitudinal study of UK doctors
McManus, I., Winder, B., & Gordon, D. (2002) · The Lancet · doi:10.1016/s0140-6736(02)08915-8 · Cited by 376 · cited 4×
“Second, consistent with previous studies (e.g., McManus et al., 2002), the effects of the three burnout components on teaching quality, student engagement, and IEP outcomes are different.”
InfluentialCommitment to Philosophy, Teacher Efficacy, and Burnout Among Teachers of Children with Autism
Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003) · Journal of Autism and Developmental Disorders · doi:10.1023/b:jadd.0000005996.19417.57 · Cited by 361
Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008) · Exceptional Children · doi:10.1177/001440290807500101 · Cited by 303
Stress and burnout: The significant difference
Pines, A. M., & Keinan, G. (2005) · Personality and Individual Differences · doi:10.1016/j.paid.2005.02.009 · Cited by 301 · cited 4×
“As mentioned previously, such a differential effect may be explained by differences between the definitions of burnout and stress at the construct level (McManus et al., 2002; Pines & Keinan, 2005) as well as by differences in the operationalization of the measures of the two constructs.”
BackgroundInfluentialTeacher Burnout: A Research Agenda
Maslach, C., & Leiter, M. P. (1999) · Understanding and Preventing Teacher Burnout · doi:10.1017/cbo9780511527784.021 · Cited by 286 · cited 5×
“As noted previously, Maslach and Leiter (1999) proposed a working model of teacher burnout.”
BackgroundMethodResultInfluentialTeacher Retention and Attrition-in Special and General Education
Billingsley, B. S. (1993) · The Journal of Special Education · doi:10.1177/002246699302700202 · Cited by 286 · cited 1×
“For example, although teachers view working with students as a significant source of job satisfaction (Billingsley, 1993), this also can contribute to burnout and attrition (Billingsley, 2004; Hastings & Brown, 2002; Male & May, 1997).”
BackgroundStress and Burnout in Suburban Teachers
Farber, B. A. (1984) · The Journal of Educational Research · doi:10.1080/00220671.1984.10885550 · Cited by 275 · cited 1×
“…burnout is often defined as an outcome or an associated consequent feature of chronic stress (Collings & Murray, 1996; Fore, Martin, & Bender, 2002; Jamal & Baba, 2000; Leiter, 1991)—a definition used frequently in the field of education (Beer & Beer, 1992; Hendrickson, 1979; Farber, 1984).”
BackgroundLittrell, P. C., Billingsley, B. S., & Cross, L. H. (1994) · Remedial and Special Education · doi:10.1177/074193259401500505 · Cited by 234
Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement
McLean, L., & Connor, C. M. (2015) · Child Development · doi:10.1111/cdev.12344 · Cited by 232 · cited 3×
“A small study (N = 27) conducted by McLean and Connor (2015) with general education teachers is an exception.”
BackgroundTeacher stress and coping strategies used to reduce stress
Austin, V., Shah, S., & Muncer, S. (2005) · Occupational Therapy International · doi:10.1002/oti.16 · Cited by 212
The Working Conditions and Induction Support of Early Career Special Educators
Billingsley, B., Carlson, E., & Klein, S. (2004) · Exceptional Children · doi:10.1177/001440290407000305 · Cited by 210
Ruble, L. A., McGrew, J. H., & Toland, M. D. (2012) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-012-1446-7 · Cited by 205
Self-citationMcLeskey, J., & Billingsley, B. S. (2008) · Remedial and Special Education · doi:10.1177/0741932507312010 · Cited by 199 · cited 3×
“%) is twice that of general educators, and the 3-year attrition rate is approximately 25% (Cook & Boe, 2007; McLeskey & Billingsley, 2008).”
BackgroundExamining the Quality of IEPs for Young Children with Autism
Ruble, L. A., McGrew, J. H., Dalrymple, N. J., & Jung, L. A. (2010) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-010-1003-1 · Cited by 166
Self-citationTeacher Burnout In Special Education: The Causes and The Recommended Solutions
Fore, C., Martin, C., & Bender, W. N. (2002) · The High School journal/The High school journal · doi:10.1353/hsj.2002.0017 · Cited by 152
Job Stress and Burnout Among Canadian Managers and Nurses: An Empirical Examination
Jamal, M., & Baba, V. V. (2000) · Canadian Journal of Public Health · doi:10.1007/bf03404828 · Cited by 149
Are Special Educators' Career Paths Special? Results from a 13-Year Longitudinal Study
Singer, J. D. (1992) · Exceptional Children · doi:10.1177/001440299305900309 · Cited by 141 · cited 1×
“For example, teachers of students with emotional or behavioral problems are more likely to leave than teachers of students with learning disabilities, physical disabilities, or intellectual disability (Singer, 1993).”
BackgroundPredictors of Stress Amongst Social Workers: An Empirical Study
COLLINGS, J. A., & MURRAY, P. J. (1996) · The British Journal of Social Work · doi:10.1093/oxfordjournals.bjsw.a011101 · Cited by 138 · cited 1×
“As mentioned, burnout is often defined as an outcome or an associated consequent feature of chronic stress (Collings & Murray, 1996; Fore, Martin, & Bender, 2002; Jamal & Baba, 2000; Leiter, 1991)—a definition used frequently in the field of education (Beer & Beer, 1992; Hendrickson, 1979; Farber,…”
BackgroundRuble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010) · Journal of Early Intervention · doi:10.1177/1053815110382973 · Cited by 135
Self-citationBurnout and depression are not identical twins: is decline of superiority a distinguishing feature?
Brenninkmeyer, V., Van Yperen, N. W., & Buunk, B. P. (2001) · Personality and Individual Differences · doi:10.1016/s0191-8869(00)00079-9 · Cited by 130
Teachers' Decisions To Transfer From Special To General Education
Billingsley, B. S., & Cross, L. H. (1991) · The Journal of Special Education · doi:10.1177/002246699102400408 · Cited by 128 · cited 1×
“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).”
BackgroundBurnout and stress, depression, and self-esteem of teachers
Beer, J., & Beer, J. (1992) · Psychological Reports · doi:10.2466/pr0.1992.71.3f.1331 · Cited by 125 · cited 1×
“…burnout is often defined as an outcome or an associated consequent feature of chronic stress (Collings & Murray, 1996; Fore, Martin, & Bender, 2002; Jamal & Baba, 2000; Leiter, 1991)—a definition used frequently in the field of education (Beer & Beer, 1992; Hendrickson, 1979; Farber, 1984).”
BackgroundRiolli, L. T., & Savicki, V. (2003) · International Journal of Stress Management · doi:10.1037/1072-5245.10.3.235 · Cited by 122 · cited 1×
“Despite the pervasive use of burnout and stress as constructs for studying teacher mental health, the two concepts remain vague and the causal relationship between the two has limited empirical support (Riolli & Savicki, 2003; Schaufeli & Enzmann, 1998).”
BackgroundTeacher and Child Predictors of Achieving IEP Goals of Children with Autism
Ruble, L. A., & McGrew, J. H. (2013) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-013-1884-x · Cited by 115 · cited 3×
“The second study examining child and teacher predictors of IEP outcomes was based on the same data used in the current study (Ruble & McGrew, 2013).”
BackgroundMethodInfluentialSelf-citationMahoney, G., & Wheeden, C. A. (1999) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(99)80004-0 · Cited by 112 · cited 2×
“The seven-item Teacher Behavior Scale (TBS; Mahoney & Wheeden, 1999) assessed teaching quality.”
BackgroundMethodDykstra, J. R., Sabatos‐DeVito, M., Irvin, D., Boyd, B. A., Hume, K., & Odom, S. L. (2012) · Autism · doi:10.1177/1362361312446206 · Cited by 111 · cited 1×
“Dykstra et al. (2013) analyzed the number of words teachers used with preschoolers with ASD and found that teachers who reported higher burnout used fewer words with students.”
BackgroundThe index of teaching stress: A measure of student-teacher compatibility
Greene, R. W., Abidin, R. R., & Kmetz, C. (1997) · Journal of School Psychology · doi:10.1016/s0022-4405(97)00006-x · Cited by 101 · cited 1×
“Internal consistency (α) was very good, .96 (Greene et al., 1997).”
BackgroundCreating a learning environment for all children: are teachers able and willing?
Blecker, N. S., & Boakes, N. J. (2010) · International Journal of Inclusive Education · doi:10.1080/13603110802504937 · Cited by 100
A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism.
Ruble, L. A., McGrew, J. H., Toland, M. D., Dalrymple, N. J., & Jung, L. A. (2013) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0032003 · Cited by 98 · cited 2×
“COMPASS accounted for 23% of the variance in learning outcomes of students with ASD, favoring the experimental group (Ruble, Dalyrymple, & McGrew, 2010; Ruble et al., 2013).”
BackgroundMethodSelf-citationAzar, S. T. (2000) · Journal of Clinical Psychology · doi:10.1002/(sici)1097-4679(200005)56:5 · Cited by 87
Reducing Teacher Burnout by Increasing Student Engagement: A Children's Rights Approach
Covell, K., McNeil, J. K., & Howe, R. B. (2009) · School Psychology International · doi:10.1177/0143034309106496 · Cited by 80 · cited 1×
“…2006; Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008), teacher behavior (Irvin, Hume, Boyd, McBee, & Odom, 2013), student participation (Covell et al., 2009), student motivation (Shen et al., 2015), and teacher burnout have been reported, correlations between teacher burnout and…”
BackgroundA Study on the Relationship between Teacher Self Efficacy and Burnout
Savaş, A. C., Bozgeyik, Y., & Eser, İ. (2014) · European Journal of Educational Research · doi:10.12973/eu-jer.3.4.159 · Cited by 71
Special education teachers under stress: evidence from a Greek national study
Kokkinos, C. M., & Davazoglou, A. M. (2009) · Educational Psychology · doi:10.1080/01443410902971492 · Cited by 68 · cited 1×
“Kokkinos and Davazoglou (2009) found that teaching students with ASD posed the most stress in comparison to teaching other groups of students with disabilities, such as those with emotional or behavioral problems, attention deficit hyperactivity disorder, or intellectual disability.”
BackgroundObserved Supervisory Behavior and Teacher Burnout in Special Education
Cherniss, C. (1988) · Exceptional Children · doi:10.1177/001440298805400508 · Cited by 68 · cited 1×
“Instead of viewing the potential mental health risk factors among teachers as a stand-alone problem (Cherniss, 1988), interventions to reduce teacher stress and burnout should be taken into account when developing strategic plans to increase teaching quality and student engagement.”
BackgroundJamal, M. (2005) · Stress and Health · doi:10.1002/smi.1047 · Cited by 59
Irvin, D., Hume, K., Boyd, B. A., McBee, M. T., & Odom, S. L. (2013) · Research in Autism · doi:10.1016/j.rasd.2013.04.004 · Cited by 59
Coman, D. C., Alessandri, M., Gutierrez, A., Novotny, S. E., Boyd, B. A., Hume, K., Sperry, L. A., & Odom, S. L. (2012) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-012-1573-1 · Cited by 57 · cited 1×
“Even though the existing research supports the need to understand burnout for teachers of younger students with ASD in particular (Coman et al., 2013), there is a need to examine special education teacher burnout more generally.”
BackgroundJob burnout and job leaving in public school teachers: Implications for stress management
Carlson, B. C., & Thompson, J. A. (1995) · International Journal of Stress Management · doi:10.1007/bf01701948 · Cited by 53 · cited 2×
“There is a considerable body of research identifying burnout as a major contributor to attrition (Awa, Plaumann, & Walter, 2010; Carlson & Thompson, 1995).”
BackgroundResultBurnout and professional decision making: An analogue study.
McGee, R. A. (1989) · Journal of Counseling Psychology · doi:10.1037/0022-0167.36.3.345 · Cited by 51 · cited 1×
“Subsequently, such teachers may lose the ability to manage student learning and make good decisions with regard to students’ progress on IEP goals (Maslach, Schaufeli, & Leiter, 2001; McGee, 1989).”
BackgroundNational Trends in the Sources of Supply of Teachers in Special and General Education
Cook, L. H., & Boe, E. E. (2007) · Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/088840640703000402 · Cited by 42 · cited 1×
“%) is twice that of general educators, and the 3-year attrition rate is approximately 25% (Cook & Boe, 2007; McLeskey & Billingsley, 2008).”
BackgroundTeacher Burnout: How to Recognize It; What to Do about It.
Hendrickson, B. A. (1979) · Learning Research and Practice · Cited by 34
The Council for Exceptional Children's Position on Special Education Teacher Evaluation
(2013) · Teaching Exceptional Children · doi:10.1177/004005991304500308 · Cited by 23
BURNOUT AND STRESS, DEPRESSION AND SELF-ESTEEM OF TEACHERS
BEER, J. (1992) · Psychological Reports · doi:10.2466/pr0.71.8.1331-1336 · Cited by 23
Male, D. B., & May, D. (1998) · Support for Learning · doi:10.1111/1467-9604.00075 · Cited by 22
Expand Positive Learning Opportunities and Results
Nelson, C. M., Jordan, D., & Rodrigues-Walling, M. (2002) · Journal of Child and Family Studies · doi:10.1023/a:1014759310077 · Cited by 5
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Cited by
Sorted by citations
Madigan, D. J., & Kim, L. E. (2021) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101714 · Cited by 481
A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing
Nwoko, J. C., Emeto, T. I., Malau‐Aduli, A. E. O., & Malau‐Aduli, B. S. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20126070 · Cited by 358
“The teaching profession can be incredibly rewarding and fulfilling [1,2], but teachers deal”
BackgroundA Meta-Analysis of Special Education Teachers’ Burnout
Park, E.-Y., & Shin, M. (2020) · SAGE Open · doi:10.1177/2158244020918297 · Cited by 159
‘Overworked and underappreciated’: special education teachers describe stress and attrition
Hester, O. R., Bridges, S. A., & Rollins, L. H. (2020) · Teacher Development · doi:10.1080/13664530.2020.1767189 · Cited by 133
“…and reason for attrition, falls under workload manageability because of the amount of time special education teachers spend away from their students and outside of work to meet legal requirements and deadlines (Fore, Martin, and Bender 2002; Gersten et al. 2001; Hale 2015; Wong et al. 2017).”
BackgroundThe impact of an online stress intervention on burnout and teacher efficacy
Ansley, B. M., Houchins, D. E., Varjas, K., Roach, A. T., Patterson, D., & Hendrick, R. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103251 · Cited by 178
Metadata
- 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.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2017-07
- Volume
- 83
- Issue
- 4
- Pages
- 412-427
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- 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
- green
- www.ncbi.nlm.nih.gov
- 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 › Medicine › Public Health, Environmental and Occupational Health › 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
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