Literaturnachweis - Detailanzeige
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 |
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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 |
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 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). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |