How can the health situation and well-being of staff at German schools for the severely handicapped be improved?

[1] Billingsley B(2004)Promoting teacher quality and retention in special education J Learn Disabil 37 370-376

[2] Billingsley B(1992)Predictors of commitment, job satisfaction, and intent to stay in teaching: a comparison of general and special educators J Spec Educ 25 453-471

[3] Cross L(2014)Prevalence and influencing factors of chronic back pain among staff at special schools with multiple and severely handicapped children in Germany: results of a cross-sectional study BMC Musculoskelet Disord 15 55-31

[4] Claus M(1986)Perceived role conflict, role ambiguity, and burnout among special education teachers Remedial Spec Educ 7 24-209

[5] Kimbel R(2006)Occupational stress, negative affectivity and physical health in special and general education teachers in Greece Br J Spec Educ 33 204-310

[6] Spahn D(1994)The effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching Remedial Spec Educ 15 297-140

[7] Crane S(1997)Stress, burnout and workload in teachers of children with special education needs Br J Spec Educ 24 133-127

[8] Iwanicki E(2006)Prevalence of and risk factors for low back pain among staffs in schools for physically and mentally handicapped children Ind Health 44 123-48

[9] Lazuras L(2007)Job stressors and job stress among teachers engaged in nursing activity Ind Health 45 44-82

[10] Littrell P(2010)Zum Zusammenhang zwischen Bewältigungsstil und Burnout-Symptomen bei Lehrkräften der Förderschule Lernen Empirische Sonderpädagogik 3 69-192

[1] Billingsley B(2004)Promoting teacher quality and retention in special education J Learn Disabil 37 370-376

[2] Billingsley B(1992)Predictors of commitment, job satisfaction, and intent to stay in teaching: a comparison of general and special educators J Spec Educ 25 453-471

[3] Cross L(2014)Prevalence and influencing factors of chronic back pain among staff at special schools with multiple and severely handicapped children in Germany: results of a cross-sectional study BMC Musculoskelet Disord 15 55-31

[4] Claus M(1986)Perceived role conflict, role ambiguity, and burnout among special education teachers Remedial Spec Educ 7 24-209

[5] Kimbel R(2006)Occupational stress, negative affectivity and physical health in special and general education teachers in Greece Br J Spec Educ 33 204-310

[6] Spahn D(1994)The effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching Remedial Spec Educ 15 297-140

[7] Crane S(1997)Stress, burnout and workload in teachers of children with special education needs Br J Spec Educ 24 133-127

[8] Iwanicki E(2006)Prevalence of and risk factors for low back pain among staffs in schools for physically and mentally handicapped children Ind Health 44 123-48

[9] Lazuras L(2007)Job stressors and job stress among teachers engaged in nursing activity Ind Health 45 44-82

[10] Littrell P(2010)Zum Zusammenhang zwischen Bewältigungsstil und Burnout-Symptomen bei Lehrkräften der Förderschule Lernen Empirische Sonderpädagogik 3 69-192