Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders

Autor/inn/en	Granger, Kristen L.; Sutherland, Kevin S.; Conroy, Maureen A.; Dear, Emma; Morse, Ashley
Titel	Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 2, S.144-153 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sutherland, Kevin S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221149970
Schlagwörter	Teacher Burnout; Emotional Disturbances; Behavior Disorders; Students with Disabilities; Special Education Teachers; Intervention; Teacher Student Relationship; Elementary School Teachers; Classroom Techniques; Program Implementation; Fidelity + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Grundschule; Volksschule; Klassenführung
Abstract	This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher's use of evidence-based practices with students with or at risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher-student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood's call to action and implications for future research. [For the corresponding grantee submission, see ED628149.] (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01