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ERIC Number: ED209825
Record Type: RIE
Publication Date: 1981-Apr
Pages: 22
Abstractor: N/A
Reference Count: 0
Special Education Teacher Burnout: A Three Part Investigation.
Johnson, Alex B.; And Others
The study investigated the frequency and intensity of stress among 135 teachers of educable mentally retarded (EMR), learning disabled (LD), and emotionally disturbed (ED) children and the relationship of stress levels to certain demographic variables including years of experience, grade level, educational background, category of student, age, and sex. In addition, differences among teachers with regard to factors which contribute to stress and factors which help teachers guard against stress were examined. The Maslach Burnout Inventory (MBI) and the Special Teacher Response to Stressors (STRESS) were used to elicit responses from the teachers by mail. The results indicated: (1) male teachers were more depersonalized by their jobs than female teachers; (2) teachers with 4 to 5 years experience (compared to teachers with less experience) and teachers with only a bachelor's degree (compared to those with master's and specialist's degrees) perceived themselves to care frequently and intensely about the needs of their students; and (3) teachers between 26 and 30 years of age perceived themselves to be more depersonalized by their experiences than older teachers. LD and ED teachers cited legal concerns, lack of administrative and peer support, and lack of support services as extremely stressful. ED teachers in particular were fearful of being attacked verbally and physically, and rated their overall job responsibilities as significantly stressful. LD and ED teachers felt that exercise and outdoor programs and confiding in significant others (i.e., wife or husband) were helpful in combatting stress. EMR teachers felt peer support was helpful. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bowling Green State Univ., OH.
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (59th, New York, NY, April 12-17, 1981, Session A-13).