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Understanding Burnout among Special Education Teachers: An Exploratory Structural Equation Model in a Burnout High Risk Profession

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Title: Understanding Burnout among Special Education Teachers: An Exploratory Structural Equation Model in a Burnout High Risk Profession
Language: English
Authors: Caterina Buzzai, Ugo Pace (ORCID 0000-0003-0168-8153), Melina Aparici Aznar, Alessia Passanisi
Source: International Journal of Educational Management. 2024 38(7):2021-2033.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Burnout, Special Education Teachers, Teaching Conditions, Emotional Response, Interpersonal Relationship, Self Efficacy, Attitude Change, Negative Attitudes, Correlation, Students with Disabilities, Inclusion, Foreign Countries
Geographic Terms: Italy
Assessment and Survey Identifiers: Maslach Burnout Inventory
DOI: 10.1108/IJEM-01-2024-0026
ISSN: 0951-354X
1758-6518
Abstract: Purpose: The present study was intended to investigate the relationship between teachers' self-efficacy, sentiments and concerns toward disability and burnout in pre-service special education teachers. Design/methodology/approach: Three hundred seventy-two special education teachers participated in the study. Participants were administered the following self-reports: Teacher Efficacy for Inclusive Practices, Sentiments and Concerns Scale and Maslach Burnout Inventory-Educators Survey. Structural equation modelling (SEM) is used to examine the study's hypotheses. Findings: SEM analysis showed the role of teachers' concerns as a mediator for teacher efficacy in inclusive practices for emotional exhaustion and depersonalization. Furthermore, the findings showed a significant association between teacher efficacy in inclusive practices, sentiments and concerns and each dimension of burnout. In addition, significant relations between teachers' concerns, emotional exhaustion and depersonalization were clear. Research limitations/implications: The results of this study suggest the importance of promoting special education teachers' self-efficacy to change negative attitudes and prevent burnout. Originality/value: This study extends the current literature on special education teachers and provides new information on the relationship between self-efficacy, attitudes and burnout.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1452223
Database: ERIC
FullText Text:
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  Data: Understanding Burnout among Special Education Teachers: An Exploratory Structural Equation Model in a Burnout High Risk Profession
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Caterina+Buzzai%22">Caterina Buzzai</searchLink><br /><searchLink fieldCode="AR" term="%22Ugo+Pace%22">Ugo Pace</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0168-8153">0000-0003-0168-8153</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melina+Aparici+Aznar%22">Melina Aparici Aznar</searchLink><br /><searchLink fieldCode="AR" term="%22Alessia+Passanisi%22">Alessia Passanisi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2024 38(7):2021-2033.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 13
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Maslach+Burnout+Inventory%22">Maslach Burnout Inventory</searchLink>
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  Data: 10.1108/IJEM-01-2024-0026
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  Data: 0951-354X<br />1758-6518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The present study was intended to investigate the relationship between teachers' self-efficacy, sentiments and concerns toward disability and burnout in pre-service special education teachers. Design/methodology/approach: Three hundred seventy-two special education teachers participated in the study. Participants were administered the following self-reports: Teacher Efficacy for Inclusive Practices, Sentiments and Concerns Scale and Maslach Burnout Inventory-Educators Survey. Structural equation modelling (SEM) is used to examine the study's hypotheses. Findings: SEM analysis showed the role of teachers' concerns as a mediator for teacher efficacy in inclusive practices for emotional exhaustion and depersonalization. Furthermore, the findings showed a significant association between teacher efficacy in inclusive practices, sentiments and concerns and each dimension of burnout. In addition, significant relations between teachers' concerns, emotional exhaustion and depersonalization were clear. Research limitations/implications: The results of this study suggest the importance of promoting special education teachers' self-efficacy to change negative attitudes and prevent burnout. Originality/value: This study extends the current literature on special education teachers and provides new information on the relationship between self-efficacy, attitudes and burnout.
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  Data: 2024
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  Data: EJ1452223
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        Value: 10.1108/IJEM-01-2024-0026
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 2021
    Subjects:
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Emotional Response
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Attitude Change
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      – SubjectFull: Negative Attitudes
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      – SubjectFull: Correlation
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Italy
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      – SubjectFull: Maslach Burnout Inventory
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    Titles:
      – TitleFull: Understanding Burnout among Special Education Teachers: An Exploratory Structural Equation Model in a Burnout High Risk Profession
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