ERIC Number: ED204943
Record Type: RIE
Publication Date: 1981-Apr
Factors Involved in Burn-Out Among Teachers of Emotionally Disturbed and Other Types of Exceptional Children.
Zabel, Robert H.; Zabel, Mary Kay
Questionnaires were mailed to 765 special education teachers to determine if the concept of burnout is relevant to teachers of exceptional children and to determine if the age level, delivery model, and type of children served are related to the experience of burnout. Responses were obtained from 601 teachers. Among findings were the following: teachers with responsibility at the junior high level ranked highest on the measure of emotional exhaustion and depersonalization and were also lowest on the measure of personal accomplishment; when the "other" category of service delivery model is omitted from consideration, consulting teachers ranked highest on both emotional exhaustion and depersonalization, but also highest on the measure of personal accomplishment; teachers of hearing impaired, followed closely by those of emotionally disturbed and gifted students, indicated the greatest frequency of emotional exhaustion; younger teachers expressed more emotional exhuastion and depersonalization and less personal accomplishment than older teachers; number of years of teaching experience in regular education correlated negatively with the measures of emotional exhuastion, depersonalization, and personal accomplishment; and teachers' ratings of the support from their administrators, fellow teachers, and parents did appear related to the three burnout measures. Tables with statistical data are appended. (SB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (59th, New York, NY, April, 1981, Session A-12).