Burnout of Special Educators Serving Students with Emotional-Behavioral Disorders: A Longitudinal Study

Autor/inn/en	Brunsting, Nelson C.; Bettini, Elizabeth; Rock, Marcia L.; Royer, David James; Common, Eric A.; Lane, Kathleen Lynne; Xie, Fei; Chen, Aiai; Zeng, Fanyi
Titel	Burnout of Special Educators Serving Students with Emotional-Behavioral Disorders: A Longitudinal Study
Quelle	In: Remedial and Special Education, 43 (2022) 3, S.160-171 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brunsting, Nelson C.) ORCID (Royer, David James) ORCID (Common, Eric A.) ORCID (Lane, Kathleen Lynne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211030562
Schlagwörter	Teacher Burnout; Special Education Teachers; Emotional Disturbances; Behavior Disorders; Fatigue (Biology); Emotional Response; Racial Differences; Gender Differences; Achievement; COVID-19; Pandemics; Well Being + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Gefühlsstörung; Fatigue; Ermüdung; Emotionales Verhalten; Rassenunterschied; Geschlechterkonflikt; Performance; Leistung; Well-being; Wellness; Wohlbefinden
Abstract	We examined changes in burnout across three timepoints in one school year, in a sample (N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajectories of burnout among teachers; however, cross-lagged panel structure equation modeling revealed that emotional exhaustion and personal accomplishment had both direct and indirect effects on depersonalization. Differences in burnout were significant by race/ethnicity but not by gender. Participants reported higher emotional exhaustion, lower depersonalization, and higher personal accomplishment than a national sample. We provide implications for researchers and practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01