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Cited by 2Occupational Health and BurnoutStress and Burnout ResearchCollaborative Teaching and Inclusion

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

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Sujarwanto, Sujarwanto, Saroinsong, Wulan Patria, Boonroungrut, Chinun, Purwoko, Budi·2024·European Journal of Educational Research
DOI 10.12973/eu-jer.13.3.1215
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Abstract

During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.

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  • The nature of the job of special needs education teachers could be more demanding and elicit physical and psychological symptoms of stress, manifesting as general health problems, bio-psychological burnout symptoms, and an impact on well-being.

    “Previous studies revealed that the nature of the job of special needs education teachers could be more demanding and elicit physical and psychological symptoms of stress. These can manifest in various ways, such as general health problems (Uthami &amp; Sunardi, 2024), bio-psychological burnout symptoms (Sujarwanto et al., 2024), and an impact on well-being (Jeon et al., 2021).”

    From Teacher Self-Efficacy and Stress in Special Education: Evidence from Rural Schools in CAR, Philippines (2025) · cites this paper as Sujarwanto et al., 2024

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Cited by

Sorted by citations

Authors
Sujarwanto, S., Saroinsong, W. P., Boonroungrut, C., & Purwoko, B.
Affiliations
Universitas Negeri Surabaya (ID)
ORCID
Venue
European Journal of Educational Research
Publisher
Eurasian Society of Educational Research
Published
2024-07-15
Volume
volume-13-2024
Issue
volume-13-issue-3-july-2024
Pages
1215-1226
ISSN
2165-8714 (ISSN-L)
DOI
10.12973/eu-jer.13.3.1215
OpenAlex
W4394981630
Cited by
2
References
0
Citations by year
2026: 1 · 2025: 1
FWCI
1.70
Type
journal article
Language
en
Open access
Locations
European Journal of Educational Research (publishedVersion)
Topics
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Social Sciences › Education › Collaborative Teaching and Inclusion
Keywords
special education teachers, perceived work stress, burnout symptoms, transformational teaching, inclusive education, teacher psychological health, cross-national comparison, Indonesia, Thailand, teacher age

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