A study of the relation between special education burnout and job satisfaction

Abstract

The ongoing shortage of special education teachers coupled with increasing attrition rate has caused for a further analysis into why teachers are choosing to leave the field. A quantitative (n = 363) study was completed on the factors that lead to attrition among special education teachers from 34 states in the United States. Canonical correlation analysis was used to determine if there was a statistical significance in job satisfaction (as measured by a set of teaching characteristics) related to teacher burnout (as measured by a set of burnout factors) among public school special education teachers. Results indicate that there was a statistically significant relationship between job satisfaction and burnout among special education teachers. Implications for pre‐service education programs, school districts and administrators are discussed as well as retention strategies such as mentoring and providing meaningful professional development opportunities.

A Study on the Relationship Between Burnout and Job Satisfaction of Iranian EFL Teachers Working in Universities and Schools

“…The results obtained were in agreement with findings from other studies, where job satisfaction and burnout had a high negative relationship (Atmaca, 2017;Charalambous, 2012;Daniilidou, 2013;Kara, 2020;Karavasilis, 2019;Papastylianou, Kaila, and Polychronopoulos, 2009;Robinson et al, 2019;Sotirios et al, 2019;Torkaman et al, 2017;Vousiopoulos, et al, 2019;Wisnu, 2019;Yu-Hsia and Mei-Hsiang, 2019). According to Papastylianou, Kaila, and Polychronopoulos (2009), factors which could possibly influence teachers' job satisfaction, are the existence of strong and consistent social relationships.…”

“…Accordingly, some main factors such as self-efficacy, shareholders, physical and social environment of the school were found to have a necessary role in EFL teachers' burnout. Similar to the results obtained by previous studies, Robinson et al (2019) showed that there was a statistically significant relationship between job satisfaction and burnout among special education teachers.…”

School Personnel and Leadership Collaboration Model for Ideal Work Contexts

“…Research overwhelmingly associates the role of school leadership in personnel working conditions and professional outcomes (Ansley et al, 2019;Bettini et al, 2016;Billingsley, 2010;Robinson et al, 2019;Simon & Johnson, 2015;Stewart-Banks et al, 2015). However, little attention has been given to the role of faculty and staff in support of school leadership.…”

“…Even with rigorous preservice training and supervision, the transition from educator preparation programs to career beginnings can be overwhelming. Research suggests that systematic induction programs, structured processes that support novice educators as they adjust to their new roles, may help boost job performance, reduce burnout, and increase staff retention (Billingsley, 2010;Robinson et al, 2019;Vittek, 2015).…”

“…The SPLC model can apply to opportunities to work together and the distribution of that work. All personnel can benefit through teamwork, as it allows them to balance individual strengths and weaknesses, manage a realistic workload, and communicate more effectively with colleagues (Bettini et al, 2016;Egodawatte, McDougall, & Stoilescu, 2011;Lieberman & Miller, 2011;Robinson et al, 2019). Despite the benefits of collaboration and shared talents, many school personnel continue to work in isolation of one another (Crabtree, 2014).…”