Literaturnachweis - Detailanzeige
| Autor/in | Porter, Sharon |
|---|---|
| Titel | A Qualitative Explanatory Case Study of the Strategies Used by Special Education Teachers to Address Burnout |
| Quelle | (2023), (116 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3713-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Burnout; Special Education Teachers; Teacher Attitudes; Intervention; Administrator Role; Resources; Educational Environment; Faculty Development; New York; Maslach Burnout Inventory |
| Abstract | The problem addressed by this study was the high rates of burnout experienced by special education teachers. Teacher burnout is seen as a problem for districts, schools, and students with disabilities. The purpose of this qualitative explanatory case study was to explore the perceptions of special education teachers in New York State regarding the strategies used to address the high rates of teacher burnout. Burnout is multidimensional as defined within three components including inadequate personal accomplishment, depersonalization, and emotional exhaustion, manifested in the inability to manage the high demands of a profession and to experience gradual exhaustion and loss of commitment (Mclean et al., 2019; Schaufeli et al., 2009). The literature review and the conceptual framework of social cognitive theory and organizational commitment theories were the lenses that guided the development of the themes highlighted in the findings. The Malasch Burnout Inventory questionnaire and two research questions (a) What factors do special education teachers believe contribute to teacher burnout? (b) What are special education teachers' perceptions of strategies used to address burnout? guided the data collection and analysis of the findings of this study for the 12 special education teacher participants. The key findings of this study indicate that provision of administrative support, resources, and a supportive environment can lower special education teachers' feelings of burnout revealed in emotional exhaustion and depersonalization. Recommendations for practice suggest that the administration provide teachers with professional development support that is research-based, resources for classroom support in instruction and behavior, and the creation of a supportive work environment. Recommendations for future research suggest similar qualitative research with different demographics or quantitative research to explore other findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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