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A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement

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Title: A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement
Language: English
Authors: Lisa Ruble (ORCID 0000-0001-7495-6572), Christopher J. Cormier (ORCID 0000-0002-2187-8475), John McGrew (ORCID 0000-0003-2874-3896), David M. Dueber
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
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Data: A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement
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  Data: <searchLink fieldCode="AR" term="%22Lisa+Ruble%22">Lisa Ruble</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7495-6572">0000-0001-7495-6572</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+J%2E+Cormier%22">Christopher J. Cormier</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2187-8475">0000-0002-2187-8475</externalLink>)<br /><searchLink fieldCode="AR" term="%22John+McGrew%22">John McGrew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2874-3896">0000-0003-2874-3896</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+M%2E+Dueber%22">David M. Dueber</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2025 46(6):442-455.
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  Data: 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
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  Data: 14
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Maslach+Burnout+Inventory%22">Maslach Burnout Inventory</searchLink><br /><searchLink fieldCode="SU" term="%22Utrecht+Work+Engagement+Scale%22">Utrecht Work Engagement Scale</searchLink>
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  Data: 10.1177/07419325241265979
– Name: ISSN
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1492053
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492053
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    Identifiers:
      – Type: doi
        Value: 10.1177/07419325241265979
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 442
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Maslach Burnout Inventory
        Type: general
      – SubjectFull: Utrecht Work Engagement Scale
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    Titles:
      – TitleFull: A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement
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            NameFull: David M. Dueber
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