Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Influence of Teaching Assignment on Burnout in Special Education Teachers

Shannon B. Romano, M.A., Olivia R. Hester, Ph.D, Lauren H. Rollins, M.S., Randall E. Schumacker
  • Shannon B. Romano, M.A. (Author) The University of Alabama image/svg+xml
    Shannon Romano graduated from Jacksonville State University with a Bachelor's in Collaborative Education (K-6) and received a Master's in Severe Disabilities Education from The University of Alabama. Currently, Shannon is doctoral candidate at UA working towards her Ph.D. in Special Education. Her research interests include independent living, community participation, and evidence-based practices in transition.
  • Olivia R. Hester, Ph.D (Author) Texas A&M University image/svg+xml
    Dr. Olivia R. Hester is the Program Director for Aggie ACHIEVE at Texas A&M University. Dr. Hester’s research interests include exploring the social justice issues of access and participation by youth with significant intellectual disabilities in the community, postsecondary education, and employment. She also studies the use of evidence-based strategies in supporting youth with intellectual disabilities in reaching desired employment outcomes in inclusive settings.
  • Lauren H. Rollins, M.S. (Author) The University of Alabama
    Lauren Hart Rollins is a doctoral student at The University of Alabama. Much of her work involves Tier 2 and 3 academic and behavioral interventions for students with emotional and behavioral disorders in alternative education settings. She is also interested in pre-service special education teacher development, multi-tiered systems of support, and special education teacher burnout.
  • Randall E. Schumacker (Author) The University of Alabama
    Dr. Randall E. Schumacker is Professor of Educational Research at The University of Alabama. He has written and co-edited several books, including A Beginner’s Guide to Structural Equation Modeling (third edition); Advanced Structural Equation Modeling: Issues and Techniques; Interaction and Non-Linear Effects in Structural Equation Modeling; New Developments and Techniques in Structural Equation Modeling; Understanding Statistical Concepts Using S-PLUS; Understanding Statistics Using R; Learning Statistics using R, and Using R with Multivariate Statistics. Randall was the founder and is now Emeritus Editor of Structural Equation Modeling: A Multidisciplinary Journal, and he established the Structural Equation Modeling Special Interest Group within the American Educational Research Association. He is also the Emeritus Editor of General Linear Model journal (formerly Multiple Linear Regression Viewpoints), the oldest journal created in the American Educational Research Association. Dr. Schumacker is currently the editor of Measurement: Interdisciplinary Research and Perspectives journal published by Taylor and Francis, LTD. Dr. Schumacker has conducted international and national workshops and conference presentations, has served on the editorial board of several journals, and currently pursues his research interests in measurement, statistics, and structural equation modeling. He was the 1996 recipient of the Outstandin g Scholar Award and the 1998 recipient of the Charn Oswachoke International Award. In 2010, he launched the DecisionKit App for the iPhone, iPad, and iTouch, which can assist researchers in making decisions about which measurement, research design, or statistic to use in their research projects. In 2011, he received the Apple iPad Award from the College of Education at the University of Alabama. In 2012, he received the CIT Faculty Technology Award from Continuing Education at the University of Alabama. In 2013, he received the McCrory Faculty Excellence in Research Award from the College of Education at the University of Alabama. In 2014, Dr. Schumacker was the recipient of the Structural Equation Modeling Service Award at the American Educational Research Association. Randall also received and completed a Fulbright Award to China in 2016 – 2017.
DOI
https://doi.org/10.64546/jaasep.446
Abstract
Empirical research has identified many factors that contribute to feelings of burnout among special education teachers. Few studies, however, have examined the influence of varying responsibilities on burnout among special education teachers. The "Maslach Burnout Inventory Educator Survey" was distributed to a sample of special education teachers nationwide (n = 250). Using MANOVA, this study examined the influence of teaching assignment on the dimensions of burnout in special education teachers. The results indicated a statistically significant difference in levels of emotional exhaustion among self-contained special education teachers. Potential sources for the increased levels of emotional exhaustion are discussed and recommendations for ways to reduce high levels of burnout are presented.
Keywords
Elementary Secondary Education, Inclusion, Measures (Individuals), Psychological Patterns, Resource Room Programs, Self Contained Classrooms
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How to Cite
Romano, S. B., Hester, O. R., Rollins, L. H., & Schumacker, R. E. (2021). The Influence of Teaching Assignment on Burnout in Special Education Teachers. Journal of the American Academy of Special Education Professionals, 16(1), 29-43. https://doi.org/10.64546/jaasep.446

Winter 2021

Article Information

  • Article Type Articles
  • Submitted January 15, 2021
  • Published February 15, 2021
  • Issue Winter 2021
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