A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement
Saved in:
| Title: | A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement |
|---|---|
| Language: | English |
| Authors: | Lisa Ruble (ORCID |
| Source: | Remedial and Special Education. 2025 46(6):442-455. |
| Availability: | 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: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A200232 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Special Education Teachers, Teacher Burnout, Predictor Variables, Teacher Attitudes, COVID-19, Institutional Characteristics, Teacher Characteristics, Measures (Individuals), Measurement, Pandemics |
| Assessment and Survey Identifiers: | Maslach Burnout Inventory, Utrecht Work Engagement Scale |
| DOI: | 10.1177/07419325241265979 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1492053 |
| Database: | ERIC |
| Abstract: | Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325241265979 |
