The potential role of perceived support for reduction of special education teachers’ burnout

Abstract

Teacher burnout is conceived as a general concern in special education because of the emotionally demanding work context. This study explored the potential role of perceived support for reduction of burnout in a sample of 276 special education teachers working in lower (n=130) and higher (n=146) secondary schools. Participants completed the Maslach Burnout Inventory - Educators Survey (MBI-ES) and a scale on the perceived collaboration and support from general education teachers. To explore the association between perceived support and each burnout measure considered (emotional exhaustion, depersonalisation, and personal accomplishment), correlation analyses were performed. Then, in order to check the robustness of our empirical findings, multilevel regression models (at teacher-school-administrative area level) were used controlling for several variables (teacher socio-demographic characteristics, teacher training and professional background, inclusive teaching practice and school context). Results suggest the potential role of perceived support in reducing emotional exhaustion and improving personal accomplishment in all the models considered. Instead, the relationship between perceived support and depersonalisation seems to be quite controversial, moreover when adding controls related to teacher’s training and professional background.

How is COVID-19 affecting the mental health of children with Special Educational Needs and Disabilities and their families?

“…Such stressors can inluence the quality of family relationships, making patient and empathic parenting challenging at times (Osborne et al 2008). Teachers also experience stress in working with children with SENDs, leading to a pattern of some burning out and leaving special education (Brunsting et al 2014), with some research suggesting that perceived support may be a protective factor (Langher et al 2017).…”

The mediating effect of perceived social support on the relationship between mindfulness and burnout in special education teachers

“…This might suggest that special education teachers who endorsed higher levels of mindfulness also reported higher perceived social support, which was accompanied by lower levels of burnout. Previous studies show how mindfulness affects perceived social support (Chen, ; Kuhl & Boyraz, ) and demonstrates how perceived social support influences burnout in teachers (Langher et al, ). The present study fills the current gap by establishing an integrated model that accounts for the relationship between mindfulness, perceived social support and burnout.…”

“…Perceived social support defined as the belief that assistance would be provided by social relationships when needed (Norris & Kaniasty, ), may account for the association between mindfulness and burnout. Numerous studies have found that perceived support from a variety of social relationship, including family, friends, colleagues, general education teachers, and administrators, were negatively related with burnout of special education teachers (Caputo & Langher, ; Langher, Caputo, & Ricci, ; Zabel & Zabel, ). Through meta‐analysis, Halbesleben () also found that perceived social support was associated with all three burnout dimensions.…”

Italian translation of the questionnaire for professional training evaluation

“…Professional training is one of the most widely used organizational tools for improving employees’ capability to cope with existing or new challenges, develop resilience and reduce organizational and emotional difficulties (Langher et al ., ). Several frameworks to evaluate its impacts have been created, constantly expanding the levels and the depths at which training evaluation can take place (Aguinis & Kraiger, ; Wang & Spitzer, ; Wang & Wilcox, ).…”