Analysis of the burnout levels of special education teachers in Switzerland in link with a reform implementation

Abstract

Increased levels of burnout have been demonstrated for teachers and special education teachers (SETs) over the 20 past years. Since 1984, Maslach, Jackson and Leiter provided a framework for conceptualising burnout within three dimensions (emotional exhaustion, depersonalisation, personal accomplishment). This study aimed to verify the hypothesis that a reform implementation influences the three dimensions of the burnout among SETs in Switzerland. In order to meet the objective of the study, a cross-sectional research was conducted over two measurements times-before and after the entry into force of the reform-using the Maslach Burnout Inventory. The sample included 345 SETs for a response rate of 61.9% (T1 = 169; T2 = 176). Results show three essential outcomes: SETs show low levels of emotional exhaustion and depersonalisation but a level of personal achievement in the zone at risk. The reform implementation has not influenced the perceived health at work in the sample. SETs assess generally their health in a positive manner.

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

“…On this topic, the frequent use of the MBI in research cannot hide the disagreements on the relationships between its three dimensions. Several researchers note that PA seems to evolve in a different way with respect to EE and D (Zawieja and Guarnieri, 2013;Squillaci, 2020d). Finally, these results are not really unexpected, since the resources allocated to support children with SEN are counted according to the severity of each child's disability, regardless of the context in which he or she attends school.…”

“…If teaching is considered a profession at risk of burnout, this is mainly explained by the high level of relational demand it places on teachers (Betoret, 2009;Gavish and Friedman, 2010;Squillaci, 2020d). The 11th revision of the International Classification of Diseases (ICD-11) defines burnout as the result of a chronic work stress not successfully managed.…”

“…Most of the participants were women (n 254; 84.8%), confirming the great feminization of this profession and aged between 31 and 40 years. The majority were university graduates (>75%) in the field of special education (Squillaci, 2020d). To better describe the two subsamples of SETs in inclusive and non-inclusive contexts, we added information about the distribution of sex, age, degree of professional qualification, and level of education in the two groups (see Table 7).…”

“…Finally, these results are not really unexpected, since the resources allocated to support children with SEN are counted according to the severity of each child's disability, regardless of the context in which he or she attends school. In Switzerland, the State allocates significant budgets to support pupils, and this factor can probably explain the good health perceived by both subgroups (Squillaci, 2020d). As it stands, the hypothesis that the teaching context (inclusive or non-inclusive) is related to the average of at least one of the three dimensions can be rejected.…”

“…Interpretation of these results must take into account the strengths and limitations of the study (Squillaci, 2020d;Squillaci, 2020b). One of the first limitations is related to the fact that the perceived health at work was measured by self-administered questionnaires.…”