Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders: A Longitudinal Study

被引：28

作者：

Brunsting, Nelson C. ^{[1
]}

Bettini, Elizabeth ^{[2
]}

Rock, Marcia L. ^{[3
]}

Royer, David James ^{[4
]}

Common, Eric A. ^{[5
]}

Lane, Kathleen Lynne ^{[6
]}

Xie, Fei ^{[1
]}

Chen, Aiai ^{[1
]}

Zeng, Fanyi ^{[1
]}

机构：

[1] Wake Forest Univ, Winston Salem, NC 27101 USA

[2] Boston Univ, Boston, MA 02215 USA

[3] Univ N Carolina, Greensboro, NC USA

[4] Univ Hawaii Manoa, Honolulu, HI 96822 USA

[5] Univ Michigan, Flint, MI 48503 USA

[6] Univ Kansas, Lawrence, KS 66045 USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2022年 / 43卷 / 03期

关键词：

burnout; COVID-19; longitudinal; special education; structural equation modeling; WORKING-CONDITIONS; TEACHER BURNOUT;

D O I：

10.1177/07419325211030562

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

We examined changes in burnout across three timepoints in one school year, in a sample (N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajectories of burnout among teachers; however, cross-lagged panel structure equation modeling revealed that emotional exhaustion and personal accomplishment had both direct and indirect effects on depersonalization. Differences in burnout were significant by race/ethnicity but not by gender. Participants reported higher emotional exhaustion, lower depersonalization, and higher personal accomplishment than a national sample. We provide implications for researchers and practitioners.

引用

页码：160 / 171

页数：12

共 50 条

[1] Optimizing Special Educator Wellness and Job Performance Through Stress Management [J].