Comparement of Burnout Levels of Male Special Education Teachers of Blind and Hearing Lost Handicappeds (original) (raw)
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Investigation of Burnout Levels of Special Education Teacher Candidates
International Journal of Disabilities Sports and Health Sciences, 2024
The current research is to examine the burnout levels of special education teacher candidates. This study used a correlational survey design. 311 teacher candidates studying in the special education department in Turkiye in the 2023-2024 academic year participated in the research. The research data were collected through the Maslach Burnout Inventory-Student Form (MTE-Student Form). The analysis of the obtained data was carried out through the statistical package program. Independent groups ttest was used to reveal the differences in variables related to the gender of the teacher candidates, their satisfaction with the special education teaching department they studied in, and their interaction with individuals with special needs in the past. Oneway analysis of variance ANOVA was used to determine the differentiation in terms of variables related to the grade level of education. In cases where differentiation was understood, the Tukey test was used to reveal the reason for the differentiation and to control the difference between the means. As a result of the research, it is revealed that there is a significant difference (p˂0.05) between the gender, grade level, satisfaction with the special education department and interaction with individuals with special needs in the past and burnout levels of pre-service teachers. In order to reduce burnout in pre-service special education teachers, personal achievement and skills of these individuals should be developed, activities that encourage learning should be included and group work should be included.
Mediterranean Journal of Social & Behavioral Research, 2017
The aim of this study is to examine the perceptions of special education teachers on their burnout levels and life satisfaction. In this research, Maswlach Burnout Scale (MBS) and Life Satisfaction Scale (LSS) were used. The population of the study involves 67 special education teachers (35 female and 32 male teachers) who are employed in elementary schools governed by the Ministry of National Education System in Turkish Republic of Northern Cyprus. These schools have special education centers and resource rooms. The findings showed that there are significant differences between the burnout levels of the teachers in terms of their age, their status of working and not working with a specific group of people with disability. The findings also revealed significant differences between their life satisfaction and their field of study. In addition, a perfect negative correlation was found between the participants' scores of MPS and LSS.
Montenegro Special Education Teaching Staff Burnout: Survey Study
2011
Objective The aim of this paper is to describe the burnout among special education teaching staff and to determine its relationship with environmental factors of working ambient. Method A cross-sectional study was conducted in 2006. Questionnaires were distributed to a convenience sample of 224 special education teaching staff employed at each of five Montenegro public institutions for persons who have a variety of disabilities. The response rate was 75% (n = 162). Data were collected using the Occupational Stress Questionnaire and Maslach Burnout Questionnaire. Results: Most of the interviewed participants were satisfied with their jobs due to the opportunity to make a positive difference in the lives of students with special needs. A high level of emotional exhaustion was detected in 60%, a high level of depersonalization was found in 53%, and reduced level of personal accomplishment was found in 38% of special education teaching staff. Low level of satisfaction with owns health s...
The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers' educational levels, teachers' daily working hours, and teachers' daily student numbers. 7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education Primary Education Management Office, and 21 schools, which have a special education mainstreaming room, constituted the population of the research. 46 special education teachers working at special education institutions and 24 special education teachers working at a mainstreaming room in primary schools (a total number of 70 teachers) constituted the sample of the research. The Maslach Burnout Scale and Teacher Self-Efficacy Scale were administered to the sample group. The collected data was entered into the SPSS and analysed using a t-test, Mann Whitney U and Kruskal Wallis. The working hours of teachers were found to be statistically significant for sufficiency in engagement of student sub-dimension. It was revealed that teachers with fewer working hours had lower self-efficacy scores than the teachers with more working hours. Statistically significant difference was also found in depersonalization of burnout sub-dimension of teachers according to their professional seniority.
Burnout and Related Factors Amongst Special School Teachers in Samarinda
2020
Special school teachers are vulnerable to burnout, but research of burnout on this profession has not revealed much. The purpose of this study is to investigates the burnout of special school teachers and to analyze related factors. Crosssectional studies were conducted on 90 teachers in the city of Samarinda. Determining sample size using Slovin’s formula, data were assessed using the Maslach burnout inventory, a depression anxiety stress scale, and the Tennessee self-concept scale. Data analysis used chi-square and Pearson correlation. All of the teachers had experienced burnout (26.7% low level and 73.3% medium level). Marital status (p=0.034), working experience (p=0.023), hours of teaching (p=0.044), self-concept (p=0.010) and job stress (p=0.004) correlated significantly with burnout. It was concluded that burnout amongst special school teachers requires immediate treatment. The school is advised to reduce the teacher's workload, make efforts to improve teacher self-concep...
Stress management tools for preventing burnout phenomenon at teachers from special education
Literature has often discussed the relationship between teaching as profession and a high level of stress. Personal work style, maintaining discipline in the classroom, the need to adapt to changes in educational system, inadequate working conditions are only few determinants identified. Our study aims are to specify the relationship between defense/coping mechanisms in different conditions of stress developed by special education teachers and the burnout phenomenon. Scales for identifying the satisfaction at work, the level of stress, the defense mechanisms and the Maslach Burnout Inventory were used. We applied the mentioned instruments for a group of 120 teachers active within special education system.
European Journal of Special Needs Education, 2019
The aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of 42.51 ± 9.23 years). Research instruments included Maslach Burnout Inventory, Rathus Assertiveness Schedule, and a socio-demographic questionnaire. There were differences in all burnout dimensions in relation to types of students' special needs. Higher levels of burnout symptoms were observed in teachers working with children with motor skill disorders. The assertiveness scores had a significant negative correlation with emotional exhaustion and depersonalisation, and a positive correlation with a lack of accomplishment. The results obtained may help in the planning of the adequate preventative measures for improving the mental health of those professionals.
Psychological Burnout and Coping Strategies of Special Education Teachers in the State of Kuwait
Journal Of Education and Practice , 2013
This study aimed at investigating the levels of burnout experienced by special education teachers in the State of Kuwait. It also explored the most common coping strategies they adopt to prevent themselves form teacher burnout. The psychometric sample of the study consists of (60) teachers of children with learning disabilities evenly distributed; (30) male teachers and (30) female teachers with mean age (38.85) and standard deviation (1. 28) years. The basic sample of the study consists of (108) of teachers of children with learning disabilities in order to make sure of the validity, reliability and the psychometric efficacy of scales used in the study and to validate the correlational hypotheses of the study. This sample consists of (54) male trainers, (54) female trainers with age mean (38.70) and standard deviation (1.33) years. Two main Instruments were used in the study; Psychological Burnout scale and Scale of Coping Strategies. Results showed that male teachers are more sensitive to sag feeling and lack of accomplishment motivation that their female counterparts. Also, female special education teachers are more sensitive to physical symptoms, emotional catharsis, weak work relations and the total score of the scale may be due to the overwhelming work and their social context. Female teachers are overwhelmed with pressing feelings and burdens making them subjected to psychological burnout compared with their male counterparts. Therefore, much effort should be exerted to help female teachers to overcome sources of burnout to lead sound life and to be able to endure work burdens. In addition, Results revealed that female teachers are higher than their male counterparts in their feelings with suppression of contradicting ideas and activities, seeking emotional support, planning for coping compressing situations and emotional catharsis. Positive teacher interaction is a result of school administrators and parents praise of his work inside the class and results he/she achieves. Key words: Psychological Burnout- Coping Strategies- Special Education
Years of Work Experience, an Important Predictor of Burnout in Special Education
American Scientific Research Journal for Engineering, Technology, and Sciences, 2016
Proffessional burnout is a syndrom associated with a group symptoms such as emotional exhaustion, depersonalization and personal acomplishements. The main definition of emotional exhaustion as the main symptom of burnout according to Maslach is the reduced energy level or extreme fatigue. Maslach states that teacher working in special education services perceive low levels of job satisfaction and negative evaluation of job outcomes. Most teachers of special education experience high levels of depression, psychological dysfunction and role conflict. The aim of this study is to investigate wheather years of work experience, seen as a demographic variable are an important predictor for experiencing emotional exhaustion and depersonalization as the main symptopms of professional burnout. This data were collected in special education schools of Tirana, Shkoder, Durres, Vlora, Korca and Elbasan. A total number of 115 subjects participated in this study. There were found significant co...