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DOI: 10.1353/etc.2014.0032
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EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014
Abstract
Teacher burnout occurs when teachers undergoing stress for long periods of
time experience emotional exhaustion, depersonalization, and lack of person-
al accomplishment (Maslach, 2003). Outcomes associated with burnout in-
clude teacher attrition, teacher health issues, and negative student outcomes.
Special educators are at high risk for burnout as their working conditions
align with many factors associated with burnout. In this review, we updated
the literature on special education teacher working conditions by review-
ing studies (N = 23) that (a) included a quantitative measure of burnout and
(b) focused on special education teachers as participants. An analysis of the
studies reviewed provided a clear base of support for the association between
burnout and a range of variables from the individual, classroom, school, and
district levels. Bronfenbrenner’s (1977) Ecological Model supplied the orga-
nizational framework for the range of variables. Teacher experience, student
disability, role conflict, role ambiguity, and administrative support were par-
ticularly salient factors in special education teacher burnout. Important gaps
in the research are discussed, future directions for researchers are outlined,
and implications for teachers and other practitioners are provided.
Keywords: teacher burnout, special education, emotional disturbance, role
conflict, role ambiguity, Maslach Burnout Inventory
Pages 681–712
682 Brunsting et al.
teachers also participated in the study, (d) present data and explain the
analyses in a clear and interpretable manner, and (e) occur in the US
and be published in a peer-reviewed journal between 1979 and 2013.
Quantitative measure of burnout. As the review was organized
around Maslach’s conceptualization of burnout, all included studies
needed to measure at least one of the three components of burnout. Of
the 59 initially read, one study with variables similar to, yet different
from, the components of burnout was excluded (Cancio, Albrecht, &
Johns, 2013).
Special education teacher participants. Included studies had partici-
pants who were SETs working in a public or private school setting. We
did not differentiate between certified and noncertified SETs in terms
of inclusion criteria (a limitation later discussed).
Differentiated outcomes for special education teachers. If a sample
had fewer than 50% SETs, then the outcomes for each variable needed
to be differentiated for SETs. This was done in order to avoid misap-
propriation of the results of a study to SETs if they represented a small
portion of the sample. Of the 59 initially read in full, one study with
fewer than 50% SETs in the sample used special education status as
a predictor variable for burnout but did not differentiate burnout for
SETs and therefore was not included (Jones & Youngs, 2012).
Present the data and analyses in a clear and interpretable manner.
Included articles featured a defined data analytic plan. The Zabel and
Zabel (1982) study was excluded because the authors were unable to
determine the analysis procedures used to interpret the data.
Occur in the United States between 1979 and 2013. The first version
of the Maslach Burnout Inventory was published in 1979 and repre-
sents the starting date for the literature search (Maslach & Jackson,
1979). Results were restricted to the US as other countries operational-
ize special education differently and we wanted to focus on what was
understood for SETs in the US.
Analysis of Included Articles
The current review draws its organizational framework from
Brownell and Smith (1993), who used Bronfenbrenner’s (1977)
Ecological Model to organize variables associated with teachers’ career
decisions. Bronfenbrenner posited the importance of processes and
contexts on an individual’s development, using the Ecological Model
to illustrate the proximal and distal systems of contexts impacting
the individual. The Ecological Model is well suited for analyzing SET
burnout, because burnout develops over time and in multiple settings
(e.g., classroom, school). In contrast to Brownell and Smith, we do not
attempt to place each variable associated with burnout into a certain
SPECIAL EDUCATION TEACHER BURNOUT 687
bachelor’s degree.
McIntyre, 1984 Correlational 684 SETs in SC settings in Locus of Control
the Northeast less teachers felt in control of their personal outcomes, the
more burnout teachers experienced.
Zabel, Dettmer, et Descriptive 601 SETs in Kansas Delivery Model/Setting SETs of students with hearing impairments, teaching in SC
al., 1984 -
ing high school students reported the highest EE. High
school SETs and those teaching students with ED reported
the highest DP.
Note: ASD = autism spectrum disorder; AWC = adult word count (i.e., the number of adult words children are exposed to in a classroom setting); BD =
Behavioral Disorder; DD = developmental delays; DP = depersonalization; ED = Emotional Disturbance; EE = emotional exhaustion; GE = general education;
ID = Intellectual Disability; IEP = individualized education plan; PA = personal accomplishment; SC = self-contained classroom, SE = special education; SET
Brunsting et al.
= special education teacher; TD = typically developing; TEACCH = Treatment and Education of Autistic and related Communication Handicapped Children.
Table 1
Studies meeting inclusion criteria
Study Research Participants Variables of Interest Results
Design
Crane & Iwanic- Correlational 443 SETs in Connecticut, Role Ambiguity -
ki, 1986 teaching students with ED,
ID, and LD Teacher
Demographics age, gender, training, and experience.
Fimian & Blan- Correlational 415 Alumnae or students Academic and First year teachers did not report higher levels of burnout
ton, and Cross-Sec- at Appalachian State Organizational Variables
1986 tional University Role Ambiguity Teacher Exam, Role Ambiguity, and Total Stress Frequen-
379 SE trainees
36 SETs
Cherniss, 1988 Cross-sectional Principal Function Principal at the school with lower burnout interacted
students with ID Principal Interaction
23 SETs Content engaged in more personal and work-related dialogue
SPECIAL EDUCATION TEACHER BURNOUT
Note: ASD = autism spectrum disorder; AWC = adult word count (i.e., the number of adult words children are exposed to in a classroom setting); BD =
Behavioral Disorder; DD = developmental delays; DP = depersonalization; ED = Emotional Disturbance; EE = emotional exhaustion; GE = general education;
ID = Intellectual Disability; IEP = individualized education plan; PA = personal accomplishment; SC = self-contained classroom, SE = special education; SET
= special education teacher; TD = typically developing; TEACCH = Treatment and Education of Autistic and related Communication Handicapped Children.
689
Table 1
690
Note: ASD = autism spectrum disorder; AWC = adult word count (i.e., the number of adult words children are exposed to in a classroom setting); BD =
Behavioral Disorder; DD = developmental delays; DP = depersonalization; ED = Emotional Disturbance; EE = emotional exhaustion; GE = general education;
ID = Intellectual Disability; IEP = individualized education plan; PA = personal accomplishment; SC = self-contained classroom, SE = special education; SET
= special education teacher; TD = typically developing; TEACCH = Treatment and Education of Autistic and related Communication Handicapped Children.
Brunsting et al.
Table 1
Studies meeting inclusion criteria
Study Research Participants Variables of Interest Results
Design
Carlson & Correlational 490 SETs in Hawaii Needs Satisfaction Needs satisfaction, lack of resources, busywork, class
SET Survey composition, and teacher age predicted variance in teach-
er burnout. EE was the strongest predictor of intention to
leave teaching.
Zabel & Zabel, Correlational 301 SETs in Kansas (95% Delivery Model/Setting GE teaching experience was correlated with PA. SE teach-
2001 and Cross-Sec- Caucasian, 86% F) Teacher Demographics ers with a Master’s Degree reported higher PA than those
tional who only had a Bachelor’s.
Note: ASD = autism spectrum disorder; AWC = adult word count (i.e., the number of adult words children are exposed to in a classroom setting); BD =
Behavioral Disorder; DD = developmental delays; DP = depersonalization; ED = Emotional Disturbance; EE = emotional exhaustion; GE = general education;
ID = Intellectual Disability; IEP = individualized education plan; PA = personal accomplishment; SC = self-contained classroom, SE = special education; SET
= special education teacher; TD = typically developing; TEACCH = Treatment and Education of Autistic and related Communication Handicapped Children.
691
Table 1
692
Biglan et al., 2013 Correlational Experiential Avoidance Mindful Awareness and Valued Living inversely correlat-
DD (30 teachers and 12 Mindful Awareness ed with burnout. Experiential Avoidance correlated with
consultants) Valued Living burnout.
Note: ASD = autism spectrum disorder; AWC = adult word count (i.e., the number of adult words children are exposed to in a classroom setting); BD =
Behavioral Disorder; DD = developmental delays; DP = depersonalization; ED = Emotional Disturbance; EE = emotional exhaustion; GE = general education;
ID = Intellectual Disability; IEP = individualized education plan; PA = personal accomplishment; SC = self-contained classroom, SE = special education; SET
= special education teacher; TD = typically developing; TEACCH = Treatment and Education of Autistic and related Communication Handicapped Children.
Brunsting et al.
Table 1
Studies meeting inclusion criteria
Study Research Participants Variables of Interest Results
Design
Coman et al., Correlational 53 preschool teachers of Commitment to model
2013 students with ASD from Students in class implemented. Teacher Experience, Experience Teaching
North Carolina, Colorado, # with ASD Students with ASD, and Number of TD Students in Class
Florida, and Minnesota # TD correlated negatively with burnout. Number of Students
Teacher Experience with ASD correlated with burnout.
Ruble & McGrew, Correlational 79 SETs responsible for the IEP Goal Attainment Teacher EE was inversely correlated with IEP Goal
2013 (Intervention IEPs of students with ASD IEP Quality Attainment, Administrative Support, IEP Quality, and
SPECIAL EDUCATION TEACHER BURNOUT
does not target in grades 3-8 Intervention Teacher Intervention Adherence. Teacher DP was inverse-
burnout) Adherence ly correlated with Intervention Satisfaction and Coaching
Intervention Satisfaction. Teacher EE predicted a decrease in IEP Goal
Satisfaction Attainment.
Coaching Satisfaction
Teacher Engagement
Note: ASD = autism spectrum disorder; AWC = adult word count (i.e., the number of adult words children are exposed to in a classroom setting); BD =
Behavioral Disorder; DD = developmental delays; DP = depersonalization; ED = Emotional Disturbance; EE = emotional exhaustion; GE = general education;
ID = Intellectual Disability; IEP = individualized education plan; PA = personal accomplishment; SC = self-contained classroom, SE = special education; SET
= special education teacher; TD = typically developing; TEACCH = Treatment and Education of Autistic and related Communication Handicapped Children.
693
694 Brunsting et al.
from the Institute for Education Sciences (IES) for research and inter-
vention due to the IES’s focus on student outcomes. Currently, the
only documented student outcomes correlating with SET burnout are
IEP goal attainment, IEP quality, and rate of adult words to which
students with ASD were exposed. Does SET burnout impact student
GPA, academic engagement, self-determined behaviors, work com-
pletion, or reading comprehension? There is a range of critical student
outcomes future research needs to investigate and disseminate to cur-
rent practitioners. Many teachers experiencing emotional exhaustion
report they exhaust themselves for the better of their students and
plan to continue to do so (Farber, 2000). The more the list of negative
student outcomes associated with SET burnout grows, the more likely
emotionally exhausted teachers may be to increase their self-care.
Intervention Context
Cooley and Yovanoff’s (1996) implementation of an intervention
targeting teacher stress response and peer collaboration decreased
SET burnout. Their success provides a solid foundation for future
intervention research into interventions targeting other correlates of
burnout, such as role conflict and ambiguity, principal support, and
self-efficacy for classroom management. There is great need for this
research as some teachers experiencing burnout may manage stress-
ful situations well but feel unable to reconcile daily conflicting job de-
mands.
Equally as important as designing and testing interventions
targeting burnout is the role burnout plays in teacher commitment
and adherence to interventions. SETs with higher levels of emotion-
al exhaustion were less likely to adhere to an intervention targeting
students’ IEP quality, and teachers experiencing higher levels of de-
personalization were dissatisfied with the intervention as well as the
coaching they received during the treatment phase of the intervention
(Ruble & McGrew, 2013). Although this study is the only instance in
the special education literature, the results are corroborated by the
finding that higher levels of depersonalization among general educa-
tion teachers was inversely correlated with teacher self-report of their
intervention treatment integrity (Oakes, Lane, Jenkins, & Booker,
2013). If similar results continue to be replicated, teacher burnout will
need to be considered in the conceptualization and design of any in-
tervention with teachers as participants or relevant stakeholders.
Implications for Practitioners
Based on the reviewed studies, we recommend SETs: (a) be
aware of the risks of burnout to their career, their health, and to their
702 Brunsting et al.
the study to SETs in the US. It is important for future inquiry to con-
tinue to examine issues of teacher burnout within and beyond the US,
taking into account the varying models for supporting students with
disabilities in different countries.
Second, despite a systematic approach to identifying articles,
it is possible some studies were either not located or mistakenly ex-
cluded from the review. We encourage future teams to continue to
(a) conduct high-quality studies—particularly treatment-outcome
studies—examining the nature of teacher burnout, with attention to
longitudinal studies examining mediating and moderating variables
on outcome variables and (b) synthesize existing literature through
carefully constructed literature reviews attending to issues of reli-
ability of article selection and article coding. Our hope is that as the
intervention literature is developed, researchers will carefully attend
to the recommended core quality indicators for treatment-outcomes
studies using group (e.g., Gersten et al., 2005) and single case (e.g.,
Horner et al., 2005) designs according to guidelines specified in the
literature and, more recently, by What Works Clearinghouse (Odom
& Lane, in press). There is ample work needed in the area of interven-
tion inquiry. For example, it would be wise to examine interventions
for teachers targeting role conflict and role ambiguity as well as in-
terventions for principals and administration targeting role conflict,
role ambiguity, and supporting teachers to build upon the current
knowledge base.
Third, the use of Bronfenbrenner’s Ecological Model as an or-
ganizational framework aligns well with burnout as it accounts for
the salience of process and immediacy of social setting. In contrast,
it would also have been fruitful to organize the studies around the
individual components of burnout (emotional exhaustion, deperson-
alization, and personal accomplishment) to hone in on differential
impact of different variables—particularly examining protective as
well as risk factors—on each component. Similarly, this focus on the
factors contributing to SET burnout does not address the impact that
differences in special education certification credentials, training, and
preparation might have on SET burnout. Considering the broad time
range of publication dates of articles on SET burnout, we recommend
future reviews and empirical studies to further explore the impact of
teacher training, preparation programs, and certification as moderat-
ing and mediating variables that explain SET burnout.
Summary
Our intent in this review was to determine the number of em-
pirical studies with a quantitative measure of burnout for SETs,
SPECIAL EDUCATION TEACHER BURNOUT 705
locate gaps for future research, and provide implications and recom-
mendations for current practitioners based on the literature. Using
Bronfenbrenner’s Ecological Model as an organizing framework, we
investigated 23 included studies and discussed their findings pertain-
ing to burnout. Role conflict, role ambiguity, and administrator sup-
port were found to be particularly salient factors in teacher burnout.
Due to the impact of burnout on teacher attrition, teacher health, and
student outcomes, it is critical for researchers to provide both a bet-
ter understanding of the processes by which SETs experience burn-
out and more interventions to alleviate burnout based on challenges
teachers experience.
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