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

Abstract

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.

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

“…Previous studies reported that good working conditions, school structure, and professional interactions significantly improve the work climate and lead to further satisfaction among the teachers ( Lavian, 2012 ; Garwood et al, 2018 ). In contrast, unsupportive administration and lack of recognition were considered prime factors contributing to burnout among the special education teachers ( Perrone et al, 2019 ; Soini et al, 2019 ). Hence, this discussion implies that work climate can significantly predict burnout among teachers.…”

Practices and perceptions of German itinerant teachers in the field of visual impairment: Exploratory research focussing on three types of itinerant services

“…By increasing our understanding of the practises and perceptions of itinerant teachers who work in three main types of workplaces, not only will be able to accumulate practical knowledge in the field for better quality support but also help build a healthy working condition for itinerant teachers around the globe. This is important as global shortage of qualified teachers in the field is apparent and difficult working conditions are known to cause burnout, especially in special education (Kirchner & Diament, 1999; Mason-Williams et al, 2020; Soini et al, 2019).…”

Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers

“…Huang (2014) suggested that occupational well-being is the quality of a worker’s experience and effectiveness at work. However, special education teachers experience less well-being in their work ( Ouellette et al, 2019 ; Soini et al, 2019 ). Children with special needs are individually diverse and require a high level of competence from special education teachers, yet their development is extremely slow.…”