School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout

Abstract

Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers ( n = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor, excessive work demands, and several teacher intrapersonal variables, coping, social support, and mindfulness skills predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.

Introduction to Special Issue: Transformative Trauma-Informed Practices in Rural Schools

“…This is especially important as childhood, adolescence, and emerging adulthood are sensitive developmental periods in which healing from adversity can occur (Cantor et al, 2018;Duane et al, 2021;Simmons, 2021). Furthermore, adopting SAMHSA's principles using a culturally responsive approach supports the wellbeing of rural school personnel who are at risk of experiencing burnout and compassion fatigue from working with students who have experienced trauma or who may be dealing with their adversities (Mullen & Gutierrez, 2016;Ruble et al, 2023).A combination of strengths-based school and community interventions may circumvent barriers to mental health treatment faced by rural students, school staff, families, and community members, such as time and resource constraints, transportation difficulties, communication breakdowns, and gaps in mental health literacy (Fears et al, 2023;Mingo & Cofield, 2023). These interventions also aid in reducing the stigma associated with seeking mental health services in rural areas (Crowe & Kim, 2020;Crumb et al, 2019).…”

“…This is especially important as childhood, adolescence, and emerging adulthood are sensitive developmental periods in which healing from adversity can occur (Cantor et al, 2018;Duane et al, 2021;Simmons, 2021). Furthermore, adopting SAMHSA's principles using a culturally responsive approach supports the wellbeing of rural school personnel who are at risk of experiencing burnout and compassion fatigue from working with students who have experienced trauma or who may be dealing with their adversities (Mullen & Gutierrez, 2016;Ruble et al, 2023).…”