Special education teachers increasingly report feelings of burnout and job dissatisfaction. The author investigated the relationship between burnout and job satisfaction among special education teachers using a correlational research design. The independent variables were emotional exhaustion, depersonalization, and personal accomplishment. The dependent variable was job satisfaction. The Maslach Burnout Inventory-Educators Survey (Maslach, Jackson, & Leiter, 1996) was used to measure perceived burnout. The Teacher Job Satisfaction Questionnaire (Lester, 1987) was used to measure perceptions of job satisfaction. A demographic survey was added to ascertain the effect that moderating variables might exert on burnout. The final sample of special education teachers was N = 65. Results of the study reveal that a relationship exists between burnout and job satisfaction. Job satisfaction decreases as emotional exhaustion or depersonalization increase. Conversely, as personal accomplishment increases, job satisfaction increases. Descriptive analysis of demographic data suggests a relationship between demographic variables and burnout. Conclusions and implications arising from the data analysis indicate that educators and educational leaders could employ practices and policies leading to decreased feelings of burnout and increased job satisfaction among individuals working as special education teachers.
|Commitee:||Hakim, Amy Cooper, Warrick, Pamela|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/01(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education, Organizational behavior|
|Keywords:||Burnout, Demographic variables, Depersonalization, Emotional exhaustion, Job satisfaction, Special education teachers|
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