Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

Abstract

Over the last two decades, the nature of teachers' work has undergone significant structural changes due to political, social, organizational, technological, and philosophical factors. With the development of inclusive policies, the roles and functions of special education teachers (SETs) have evolved over the years. Inclusive work in general classrooms is often seen as a source of stress for SETs as they may have less autonomy at work, and more complex collaboration than their peers working in special classes. This stress can lead to a burnout syndrome, which is characterized by emotional exhaustion, depersonalization and a lack of personal accomplishment. Less is known about the effects of teaching contexts on the SETs’ health. Therefore, this study aimed to compare the perceived health of a sample of SETs in Switzerland (N = 306) working in inclusive contexts (n = 79) with those working in non-inclusive contexts (n = 227). The sample filled out a self-reported questionnaire measuring personal variables, burnout at work with the Maslach Burnout Inventory, and collaborative variables with the School Quality Survey. Research results show three main findings. 1. Differences in perceived health at work are not significant between the two subgroups. 2. The two subsamples are not exhausted or depersonalized, but present a reduced personal achievement. 3. The collaboration-related variables exert different effects on the three burnout dimensions.

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

“…Special education teachers' workload is often seen as a source of stress leading to burnout symptoms, which are characterized by emotional exhaustion, depersonalization, and low personal accomplishment. In coping with the previous studies, teachers' stress and burnout were recognized as critical concerns because their psychological wellbeing was threatened, and various physical and mental negative outcomes were produced (Park & Shin, 2020;Squillaci & Hofmann, 2021)…”

GOQUAPI : Piliers et filtres pour apprendre et aimer apprendre

“…révèle précieux dans la résolution de problèmes.La guidance joue un rôle important durant ce projet car elle impacte directement le niveau d'implication des élèves(Squillaci & Hofmann, 2021). Quand et comment guider une classe, un élève tout en veillant à maintenir une meilleure motivation possible ?…”

“…Quand et comment guider une classe, un élève tout en veillant à maintenir une meilleure motivation possible ? Le choix d'une guidance directe qui agit sur le comportement ou d'une guidance indirecte qui agit sur les stimuli liés à la tâche(Squillaci & Hofmann, 2021) va être primordial selon le type de tâche à effectuer. Pour reprendre l'exemple du GPS, on préfère avoir deux entrées (voix et carte) quand le trajet à effectuer est complexe et peu connu contrairement à un trajet plus simple où une entrée supplémentaire (voix par exemple) va se révéler être plus un parasite qu'une aide.…”