Teaching Students with Emotional/Behavioral Disorders: Teachers' Burnout Profiles and Classroom Management

Autor/inn/en	Gilmour, Allison F.; Sandilos, Lia E.; Pilny, William V.; Schwartz, Samantha; Wehby, Joseph H.
Titel	Teaching Students with Emotional/Behavioral Disorders: Teachers' Burnout Profiles and Classroom Management
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 1, S.16-28 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266211020258
Schlagwörter	Students with Disabilities; Emotional Disturbances; Behavior Disorders; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Teacher Burnout; Teacher Characteristics; Special Education Teachers; General Education; Elementary School Teachers; Classroom Techniques; Stress Variables; Measures (Individuals); Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Grundschule; Volksschule; Klassenführung; Messdaten
Abstract	Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-Grade 6 general education and special education teachers who had students with or at risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers' directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: "flourishing," "buffered," and "struggling"; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers' classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01