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ERIC Number: EJ1151252
Record Type: Journal
Publication Date: 2017-Jul
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0014-4029
Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes
Wong, Venus W.; Ruble, Lisa A.; Yu, Yue; McGrew, John H.
Exceptional Children, v83 n4 p412-427 Jul 2017
Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's (1999) model to understand the direct effects of burnout on teaching in general and stress arising from interaction with a specific student on the individualized education program (IEP) outcomes of young children with autism spectrum disorder. We also examined indirect effects through teaching quality and student engagement. The results indicated that one of the three components of burnout--teacher personal accomplishment--was directly related to IEP outcomes, a distal effect, whereas stress was directly related to teaching quality and student engagement, which were more proximal effects. In addition, teacher stress, emotional exhaustion, and depersonalization had indirect effects on IEP outcomes through teaching quality and student engagement.
SAGE Publications. 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: Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule; Maslach Burnout Inventory
Grant or Contract Numbers: 5RC1MH089760; 1R34MH07307101A1