How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation

Kiel, Ewald; Heimlich, Ulrich; Markowetz, Reinhard; Braun, Annika; Weiß, Sabine

doi:10.1080/08856257.2015.1125693

Cited by 17 publications

(13 citation statements)

References 54 publications

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“…With regard to stress-inducing thoughts, various researchers in the German-speaking area have validated different scales measuring a number of stressinducing thoughts. Among others, Trageser has validated a set of more generally worded items that are fit for the use with teachers (Kiel et al, 2016;Trageser, 2010).…”

Section: Existing Research On Teacher Stress and Stress-inducing Thoughtsmentioning

confidence: 99%

The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

et al. 2020

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The present study compares student teachers’ career choice motives and their relationship with stress-inducing thoughts across five European countries. A previously established factorial structure for career choice motives embedded within self-determination theory was supported. The factors consist of intrinsic motives, such as interest in educational work with children, and extrinsic motives, such as financial security. Furthermore, differences in the importance of these factors in choosing the teaching profession across countries were found. Results further revealed evidence for a link between extrinsic motives and stress-inducing cognitions. Conclusions and implications for teaching practice are discussed.

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Section: Existing Research On Teacher Stress and Stress-inducing Thoughtsmentioning

confidence: 99%

The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

et al. 2020

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“…It has three distinct symptoms: exhaustion, characterised by a lack of emotional energy, and feeling strained and tired at work (Maslach et al, 2001); cynicism, referring to indifference or aloofness towards work in general (Maslach & Leiter, 1999Schaufeli & Buunk, 2003;Bakker et al, 2008), a disaffected or acerbic attitude towards pupils, parents or colleagues, Special education teachers' burnout and fit with the professional community 623 and low organisational commitment (Schaufeli & Buunk, 2003); and professional inadequacy, comprising feelings of insufficient competence, encompassing both social and non-social aspects of occupational accomplishments (Brouwers & Tomic, 2000;Hakanen et al, 2006; meta-analysis by Montgomery & Rupp, 2005). It has been shown that special education teachers experience more burnout than teachers of mainstream classes (Lavian, 2012;Brunsting et al, 2014;Kiel et al, 2016). They are, for instance, frequently reported to experience inadequacy, including perceiving themselves to be unqualified and not doing enough (Ojala, 2017), or feeling emotionally exhausted when working with children with emotional difficulties.…”

Section: Special Education Teacher Burnoutmentioning

confidence: 99%

“…Several studies suggest that in comparison with other academic, client-related professions, teaching surpasses the average levels of stress, although there is significant contextual variation in teacher training and working conditions between countries (Travers & Cooper, 1993;Schaufeli et al, 1994;Smith et al, 2000;Akca & Yaman, 2010). In Finland, about one-third of teachers are estimated to frequently experience high levels of work-related stress, with increased risk of developing burnout (L€ ansikallio & Ilves, 2016); this is particularly true for special education teachers (Lazuras, 2006;Brunsting et al, 2014;Kiel et al, 2016). Previous studies have shown that special education teachers' experienced stress is related especially to working with children with emotional difficulties (Abelson, 1986;Brunsting et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study

Soini

Pietarinen

Pyhältö

et al. 2019

British Educational Res J

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In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later.

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“…Some searchers indicated that SETs carry a higher risk of burnout than regular teachers due to various factors, like managing heterogeneity of children, administrative overload, pressure from partners, etc. (Griffith, Barbakou, and Hastings 2014;Kiel et al 2016;Talmor, Reiter, and Feigin 2005). In order to have an overview of the burnout levels reported in regular and special education, Squillaci (2020) conducted a systematic literature review.…”

Section: Introductionmentioning

confidence: 99%

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

Squillaci

2020

European Journal of Special Needs Education

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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.

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How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation

Cited by 17 publications

References 54 publications

The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study

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

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