Analysis of the Burnout Levels of Special Education Teachers in Switzerland in Link with a Reform Implementation

Autor/in	Squillaci, Myriam
Titel	Analysis of the Burnout Levels of Special Education Teachers in Switzerland in Link with a Reform Implementation
Quelle	In: European Journal of Special Needs Education, 36 (2021) 5, S.844-853 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Squillaci, Myriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1809802
Schlagwörter	Teacher Burnout; Foreign Countries; Measures (Individuals); Special Education Teachers; Emotional Response; Achievement; At Risk Persons; Educational Change; Program Effectiveness; Teacher Attitudes; Negative Attitudes; Educational Finance; Switzerland; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Ausland; Messdaten; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Emotionales Verhalten; Performance; Leistung; Risikogruppe; Bildungsreform; Lehrerverhalten; Negative Fixierung; Bildungsfonds; Schweiz
Abstract	Increased levels of burnout have been demonstrated for teachers and special education teachers (SETs) over the 20 past years. Since 1984, Maslach, Jackson and Leiter provided a framework for conceptualising burnout within three dimensions (emotional exhaustion, depersonalisation, personal accomplishment). This study aimed to verify the hypothesis that a reform implementation influences the three dimensions of the burnout among SETs in Switzerland. In order to meet the objective of the study, a cross-sectional research was conducted over two measurements times -- before and after the entry into force of the reform -- using the Maslach Burnout Inventory. The sample included 345 SETs for a response rate of 61.9% (T1 = 169; T2 = 176). Results show three essential outcomes: SETs show low levels of emotional exhaustion and depersonalisation but a level of personal achievement in the zone at risk. The reform implementation has not influenced the perceived health at work in the sample. SETs assess generally their health in a positive manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01