The DOI matches its Crossref record; 67 of the 67 references it cites were found in a registry or an index.
Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013
Abstract
Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated the literature on special education teacher working conditions by reviewing studies (N = 23) that (a) included a quantitative measure of burnout and (b) focused on special education teachers as participants. An analysis of the studies reviewed provided a clear base of support for the association between burnout and a range of variables from the individual, classroom, school, and district levels. Bronfenbrenner’s (1977) Ecological Model supplied the organizational framework for the range of variables. Teacher experience, student disability, role conflict, role ambiguity, and administrative support were particularly salient factors in special education teacher burnout. Important gaps in the research are discussed, future directions for researchers are outlined, and implications for teachers and other practitioners are provided.
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Cites
The measurement of experienced burnout
Maslach, C., & Jackson, S. E. (1981) · Journal of Organizational Behavior · doi:10.1002/job.4030020205 · Cited by 14,496
Toward an experimental ecology of human development.
Bronfenbrenner, U. (1977) · American Psychologist · doi:10.1037/0003-066x.32.7.513 · Cited by 10,853
Teacher efficacy: capturing an elusive construct
Tschannen-Moran, M., & Hoy, A. W. (2001) · Teaching and Teacher Education · doi:10.1016/s0742-051x(01)00036-1 · Cited by 6,839
Jennings, P. A., & Greenberg, M. T. (2009) · Review of Educational Research · doi:10.3102/0034654308325693 · Cited by 3,686
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005) · Exceptional Children · doi:10.1177/001440290507100203 · Cited by 3,368
Burnout 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
A Review and an Integration of Research on Job Burnout
Cordes, C. L., & Dougherty, T. W. (1993) · The Academy of Management Review · doi:10.2307/258593 · Cited by 2,608
Skaalvik, E. M., & Skaalvik, S. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.611 · Cited by 1,678
Job Burnout: New Directions in Research and Intervention
Maslach, C. (2003) · Current Directions in Psychological Science · doi:10.1111/1467-8721.01258 · Cited by 1,489
An appraisal perspective of teacher burnout: Examining the emotional work of teachers
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Cited by
Madigan, D. J., & Kim, L. E. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103425 · Cited by 665
Hashem, R., Ali, N., El Zein, F., Fidalgo, P., & Abu Khurma, O. (2023) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2024.19023 · Cited by 173
“Through a comprehensive review of the literature, this study has revealed that teacher burnout is predominately influenced by two key factors: heavy workload and inadequate support (Brunsting et al., 2014; Hakanen et al., 2006; Lee, 2019; Leung & Lee, 2006; Skaalvik & Skaalvik, 2011).”
BackgroundToo Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes
Wong, V. W., Ruble, L. A., Yu, Y., & McGrew, J. H. (2017) · Exceptional Children · doi:10.1177/0014402917690729 · Cited by 144
“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.”
BackgroundMeta-analysis of mindfulness training on teacher well-being.
Zarate, K., Maggin, D. M., & Passmore, A. (2019) · Psychology in the Schools · doi:10.1002/pits.22308 · Cited by 119
De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., & Chiacchio, C. D. (2017) · Psychology in the Schools · doi:10.1002/pits.22013 · Cited by 108
Metadata
- Authors
- Brunsting, N. C., Sreckovic, M. A., & Lane, K. L.
- Venue
- Education and Treatment of Children
- Publisher
- Project MUSE
- Published
- 2014
- Volume
- 37
- Issue
- 4
- Pages
- 681-711
- ISSN
- 0748-8491 (ISSN-L)
- 1934-8924
- OpenAlex
- W2160209322
- Cited by
- 478
- References
- 67
- FWCI
- 45.50
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
