NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1148143
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0741-9325
Workload Manageability among Novice Special and General Educators: Relationships with Emotional Exhaustion and Career Intentions
Bettini, Elizabeth; Jones, Nathan; Brownell, Mary; Conroy, Maureen; Park, Yujeong; Leite, Walter; Crockett, Jean; Benedict, Amber
Remedial and Special Education, v38 n4 p246-256 Jul-Aug 2017
Novice special educators (those in their first 3 years) consistently report their workloads are unmanageable. Yet, it is not clear whether their perceptions of workload manageability contribute to outcomes of concern such as emotional exhaustion (a component of burnout) or intentions to continue teaching in their schools and districts. This pilot investigation used structural equation modeling to analyze data collected for the Michigan Indiana Early Career Teacher Study. We found (a) novice elementary and middle school special educators rated their workloads less manageable than novice elementary and middle school general educators; (b) novice special and general educators' ratings of workload manageability predicted emotional exhaustion, which mediated a relationship between workload manageability and career intentions; and (c) the magnitude of the relationships was stronger for novice general educators. Results have implications for supporting and retaining novice special and general education teachers.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan; Indiana
Identifiers - Assessments and Surveys: Maslach Burnout Inventory
Grant or Contract Numbers: N/A