Occupational Stress and Burnout Among Special Educators: A Review of the Literature

Wisniewski, Lech; Gargiulo, Richard M.

doi:10.1177/002246699703100303

Cited by 175 publications

(151 citation statements)

References 51 publications

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“…There are a growing number of children in need of special education services and school districts struggle with retaining special education specialists (George, George, Gersten, & Grosenick, 1995). Special education teachers experience high levels of stress, job dissatisfaction, and high levels of burn-out (Frank & McKenzie, 1993;Nelson, Maculan, Roberts, & Ohlund, 2001;Wisniewski & Gargiulo, 1997); however, WPV is rarely examined as a predictor of these outcomes. Reducing the prevalence of WPV among education workers -especially special education teachers-should be an important priority; however, how to best protect education workers from WPV remains unclear.…”

Section: Discussionmentioning

confidence: 99%

Workplace violence among Pennsylvania education workers: Differences among occupations

Tiesman

Konda

Hendricks

et al. 2013

Journal of Safety Research

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Problem-The purpose of this study was to measure the prevalence and characteristics of physical and non-physical WPV in a state-based cohort of education workers.Method-A sample of 6,450 workers was drawn using de-identified union membership lists, stratified on gender, occupation, and school location. A cross-sectional survey was mailed to participants.Results-An estimated 7.8% (95%CI = 6.6-9.1) of education workers were physically assaulted and 28.9% (95%CI = 26.4-31.5) experienced a non-physical WPV event during the 2009-2010 school year. Special education teachers were significantly more likely to be physically assaulted and experience a non-physical WPV event compared to general education teachers (Prevalence Rate Ratio = 3.6, 95% 2.4-5.5; PRR = 1.4, 95%CI = 1.1-1.8).Discussion-Special education teachers were at the highest risk for both physical and nonphysical WPV. If not already present, schools should consider implementing comprehensive WPV prevention programs for their employees.Impact on Industry-Special education teachers have unique workplace hazards. Strategies that protect the special education teacher, while still protecting the special education student should be considered.

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Section: Discussionmentioning

confidence: 99%

Workplace violence among Pennsylvania education workers: Differences among occupations

Tiesman

Konda

Hendricks

et al. 2013

Journal of Safety Research

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“…A falta de uma política escolar de formação continuada não possibilita que o professor articule suas atribuições com práticas criativas em relação ao aluno, à escola e à sociedade (Lima, 2001). Além disso, professores do Ensino Regular consideram inadequada a formação recebida para lidar com as atividades de ensino, escola e cultura institucional (Farber, 1991;Gatti, 2009;Lelis, 2001;Wisniewski & Gargiulo, 1997). Segundo Farber (1991), a formação docente enfatiza conteúdos e tecnologias, sendo deficiente a abordagem das questões de relacionamento interpessoal, relacionamento com alunos, administradores e pais, e de outras situações que os professores sentem serem tão importantes quanto as outras.…”

Section: Discussionunclassified

Síndrome de Burnout: estudo comparativo entre professores do ensino especial e do ensino regular

Braun

Carlotto

2014

Psicol. Esc. Educ.

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ResumoO objetivo deste estudo foi verificar se existem diferenças nos índices das dimensões de SB, Perfil 1 e 2 entre professores de ensino especial e regular. A amostra constituiu-se de 160 professores, 80 de ensino especial e 80 de ensino regular. Os instrumentos utilizados foram um questionário elaborado para levantamento de dados demográficos e laborais e o Cuestionario para la Evaluacióndel Síndrome de Quemarse por elTrabajo ─ CESQT. Os resultados encontrados, por meio do teste t de student, evidenciaram que professores de ensino especial possuem média mais elevada na dimensão de Ilusão pelo Trabalho e professores de ensino regular, maiores índices médios de Perfil 1 e Perfil 2 de Burnout.Resultados apontam a necessidade de intervenções diferenciadas que considerem as peculiaridades funcionais dos grupos investigados. Palavras-chave:Professores, stress ocupacional, ensino. Burnout Syndrome: comparative study between teacher of special education and regular education AbstractIn this study we propose to determine whether there is a difference in the rates of the dimensions of BS and Profile 1 and Profile 2 among special education and regular teachers. The sample consisted of 160 teachers, 80 in special education and 80 in regular education. We used a questionnaire to survey demographic and professional data and the Cuestionariopara La Evaluación del Síndrome de Quemarsepor el Trabajo -CESQT to evaluate Burnout Syndrome, as instruments. The results obtained by means of the Student's t test show that special education teachers have higher averages in the dimension of Enthusiasm toward the job, and regular education teachers have higher average rates of Profile 1 and Profile 2 of Burnout Syndrome. Results point to the need for different interventions that consider the peculiarities of the investigated groups.

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“…Plusieurs recherches ont mis en évidence la présence d'une relation positive entre les comportements difficiles des élèves, le stress vécu par les enseignants (Alvarez, 2007;Kovess-Masféty, Rios-Seidel, & SevillaDedieu, 2007;Wisniewski & Gargiulo, 1997), ainsi que l'épuisement professionnel et l'abandon de la profession (Brouwers & Tomic, 2000;Burke, Greenglass, & Shwarzer, 1996;Gersten, Keating, Yovanoff, & Harniss, 2001;Hastings & Bham, 2003).…”

Section: La Préparation Des Enseignantsunclassified

Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves

Gaudreau

Royer

Beaumont

et al. 2012

enfance

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Plusieurs auteurs dénoncent depuis quelques années le manque de formation des enseignants pour gérer efficacement les comportements difficiles des élèves. Afin de soutenir la réussite des élèves qui présentent des difficultés de comportement, il s’avère essentiel de développer des modèles de formation en cours d’emploi qui répondent aux besoins des enseignants. Cet article présente le programme de formation à la gestion positive des situations de classe (GPS), spécialement conçu pour les enseignants du premier cycle du primaire à partir des données probantes de recherches dans le domaine. Il vise le développement des compétences professionnelles des enseignants en matière de gestion de la classe et des comportements difficiles. Les formules pédagogiques proposées ont pour but de soutenir le développement des croyances d’efficacité personnelle chez les enseignants afin de favoriser l’implantation de pratiques éducatives permettant de prévenir les comportements difficiles et de les gérer efficacement en classe.Several authors question that the preparation of teachers to effectively manage challenging behaviors in the classroom is insufficient. To support the success of students with behavioral difficulties, it is essential to develop models of training that meet the needs of teachers. This article presents the inservice training program of classroom management, the Programme de formation à la gestion positive des situations de classe (GPS), specially designed for first- and second-grade teachers. It aims to develop professional skills of teachers in classroom management and challenging behaviors. The teaching formulas are proposed to support the development of self-efficacy beliefs among teachers to promote the implementation of educational practices to prevent and deal effectively with difficult behaviors in the classroom

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Occupational Stress and Burnout Among Special Educators: A Review of the Literature

Cited by 175 publications

References 51 publications

Workplace violence among Pennsylvania education workers: Differences among occupations

Workplace violence among Pennsylvania education workers: Differences among occupations

Síndrome de Burnout: estudo comparativo entre professores do ensino especial e do ensino regular

Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves

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