Burnout syndrome in special education teachers working with children with developmental disorders

Abstract

Engrami· vol. 41 · jul-decembar 2019. · br. 2 21 Kratak sadržaj Uvod. Brojna istraživanja u svetu i kod nas su pokazala da su osobe koje se profesionalno bave pružanjem pomoći drugim ljudima i koje pripadaju tzv. "pomagačkim profesijama" (zdravstveni radnici, psiholozi, pedagozi, socijalni radnici, nastavnici itd.) pod visokim rizikom za razvijanje različitih psihofizičkih stresnih reakcija i simptoma sindroma izgaranja. Sindrom izgaranja se danas posmatra kao društveni i profesionalni problem, a ne samo kao odraz psihološkog stanja pojedinca.Cilj rada. Cilj rada je utvrđivanje izraženosti nivoa sindroma izgaranja kod defektologa zaposlenih u školama za decu sa smetnjama u razvoju, kao i utvrđivanje povezanosti ove pojave sa sociodemografskim karakteristikama.

Associations between burnout and personal and professional characteristics: a study of Portuguese teachers

“…Nevertheless, there seems to be some variation among special education teachers. For example, the work by Jovanović, Karić, Mihajlović, Džamonja-Ignjatović, and Hinić (2019) found that emotional exhaustion, depersonalization, and lack of personal accomplishment are high for special education teachers who work with children with motor skill disorders and low in teachers working with intellectually disabled children or students with social behavior problems. The high levels of burnout in special education teachers seem to be related to the characteristics of their work, as indicated by a mixed-method study by Garwood, Werts, Varghese, and Gosey (2018): data collected from special education teachers suggested that the lack of clarity of their role, excessive facets to their roles, emotional exhaustion, and lack of accomplishment may contribute to their perception of stress and burnout.…”