Burnout and Related Factors Amongst Special School Teachers in Samarinda

Abstract

Special school teachers are vulnerable to burnout, but research of burnout on this profession has not revealed much. The purpose of this study is to investigates the burnout of special school teachers and to analyze related factors. Crosssectional studies were conducted on 90 teachers in the city of Samarinda. Determining sample size using Slovin's formula, data were assessed using the Maslach burnout inventory, a depression anxiety stress scale, and the Tennessee self-concept scale. Data analysis used chi-square and Pearson correlation. All of the teachers had experienced burnout (26.7% low level and 73.3% medium level). Marital status (p=0.034), working experience (p=0.023), hours of teaching (p=0.044), self-concept (p=0.010) and job stress (p=0.004) correlated significantly with burnout. It was concluded that burnout amongst special school teachers requires immediate treatment. The school is advised to reduce the teacher's workload, make efforts to improve teacher self-concept and provide training for beginner teachers on educating students with special needs. For further research, it is advisable to further explore the factors causing job stress on the teacher so that the appropriate alternative can be found.

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

“…Burnout can be referred to as the feeling of depersonalization owing to declining personal accomplishment and emotional exhaustion ( Ramdan et al, 2020 ). A teacher’s job is stressful, whether in a private establishment, public school, kindergarten, primary education, secondary education, regular stream, or special education ( Malinen and Savolainen, 2016 ).…”

“…The studies exploring the notion of burnout in the teaching profession is fragmented and insufficient despite special school teachers' being more vulnerable to burnout. The majority of research has been conducted on teachers' burnout in regular schools (Ramdan et al, 2020). Lee et al (2016) and Lee (2019) highlighted the significance of emotional labor and emotional regulations among the teachers to demonstrate that they were facing burnout.…”

“…The characteristics and teaching style in special schools are unique compared to teaching in regular schools. The teachers in special schools must professionally engage in management’s best practices and provide instructions due to the complexity of their roles and students ( Wulandari and Djoehaeni, 2019 ; Ramdan et al, 2020 ). These teachers must assess the challenges posed by each student, advocate for them, communicate and collaborate with their parents.…”

“…The special school teachers are more prone to suffer from burnout than the general education teachers ( Berry, 2011 ; Jovanović et al, 2019 ). These teachers are increasingly facing burnout due to critical issues as they have to maintain students’ discipline and the fear of verbal or physical abuse caused by the special students ( Ramdan et al, 2020 ). The Pakistan government is focused on opening additional special education schools to cater to special children’s needs in all Pakistan provinces.…”

Work-related burnout among public secondary school teachers is significantly influenced by the psychosocial work factors: a cross-sectional study from Ethiopia

“…The prevalence of WRB among teachers varies between countries. Work-related burnout among public school teachers has been reported to be 47% in Germany ( Seibt and Kreuzfeld, 2021 ), 52% in the United States ( Rumschlag, 2017 ), 73.3% in Indonesia ( Ramdan et al, 2020 ), 19.5% in Italy ( Pellerone et al, 2020 ), 50% in Malaysia ( Subon and Sigie, 2016 ), 36% in Nigeria ( Ozoemena et al, 2021 ), 28.8% in Namibia ( Louw et al, 2011 ), 40% in Botswana ( Mogapi and Moorad, 2020 ), 27.5% in Tunisia ( Chennoufi et al, 2012 ), and 54.2% in Ethiopia ( Wulolign et al, 2020 ), indicating a significant public health problem.…”